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Journal articles on the topic 'Staff training and development'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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1

Rostek, Stephen, and Deborah Jean Kladiuko. "Staff development and training." New Directions for Community Colleges 1988, no. 62 (1988): 37–52. http://dx.doi.org/10.1002/cc.36819886206.

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2

O'brien, Jim, and John Macbeath. "Coordinating staff development: the training and development of staff development coordinators." Journal of In-Service Education 25, no. 1 (1999): 69–83. http://dx.doi.org/10.1080/13674589900200068.

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3

Coates, Catherine R. "Managing staff training and development." Veterinary Nurse 3, no. 4 (2012): 250–54. http://dx.doi.org/10.12968/vetn.2012.3.4.250.

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4

Lewis, Phyllis H., Jamie C. Cavalier, Rosalyn Hantman, William F. Waechter, and Allan H. Yamakawa. "Staff training and development programs." New Directions for Higher Education 1994, no. 87 (1994): 55–71. http://dx.doi.org/10.1002/he.36919948708.

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5

Beard, William Randall. "Staff Development and Training: A Model." Journal of Education for Library and Information Science 36, no. 1 (1995): 35. http://dx.doi.org/10.2307/40322975.

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6

Ivala, Eunice Ndeto. "Educational Technology Training: Staff Development Approaches." International Journal of Educational Sciences 14, no. 3 (2016): 195–204. http://dx.doi.org/10.1080/09751122.2016.11890493.

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7

Kasmin, Denys. "STAFF DEVELOPMENT AS A PREREQUISITE FOR ENTERPRISE DEVELOPMENT." Innovative Solution in Modern Science 3, no. 47 (2021): 26. http://dx.doi.org/10.26886/2414-634x.3(47)2021.2.

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The article is explored the concept of «development», «staff development». The technology of staff development management is substantiated through the following components: social development management, staff training, staff performance appraisal process, management of staff business career, talent pool. Traditional and modern methods of staff training are compared. Staff development on the basis of a competency-based approach with analysis of key skills necessary for successful employment is substantiated. The algorithm of proceeding for staff performance appraisal process at the enterprise is proposed. The model of career management in enterprise, its functions, advantages, interrelation with the mentoring program is investigated. The phases of talent pool building in the context of an enterprise development strategy are justified.Keywords: development, staff development, social development, enterprise, staff training, staff performance appraisal process, business career, talent pool.
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8

Anužienė, Birutė, Ilona Zubrickienė, and Gitana Tolutienė. "CHANGES TO STAFF TRAINING STRATEGIES IN A BUSINESS ORGANISATION IN TERMS OF LEARNING AND COMPETENCE DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 30–47. http://dx.doi.org/10.17770/sie2021vol4.6253.

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This paper presents the findings of a study on attitudes of employees of business organisations towards changes in their development strategies in terms of learning and competence development. The study is based on the assumption that the lack of corporate staffs’ competences hinders innovation, impairs the quality of activities, while the engrained conventional approach towards staff training prevents from using workplace opportunities of self-study and competence development. The study identifies the following practical issue: conventional staff training, principles and methods of competence development that depend on direct and virtual learning are not always effective lately. An analysis of the research participants’ attitudes can help to answer the following problematic questions in more detail: are the acquisition of competences, trainings held, and employee learning considered identical phenomena? What is the efficiency of staff training and competence development activities or the learning tools applied? What does the application of the principles of staff training and competence development in an organisation mean in practice? The article, therefore, is aimed to analyse the changes in staff development strategies in terms of employee learning and competence development from the perspective of corporate staff.
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9

Khilukha, O. "METHODS FOR STAFF CORPORATE TRAINING AND DEVELOPMENT." Transactions of Kremenchuk Mykhailo Ostrohradskyi National University 1 (February 27, 2020): 17–21. http://dx.doi.org/10.30929/1995-0519.2020.1.17-21.

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10

Locke, Joanne. "STAFF TRAINING AND DEVELOPMENT - AN EXPRESSED NEED." Education Libraries 23, no. 2-3 (2017): 7. http://dx.doi.org/10.26443/el.v23i2-3.144.

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Staff training and development, an aspect of continuing education, has long been recognized as an essential process in the practice of the library and information science profession. This expression of need by both the employee and the employeris a central point of the literature today and parallels that of over thirty years ago when Cyril O. Houle cited four specific areas of development required by the practicing professional in his article entitled "The Role of Continuing Education in Current Professional Development."
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11

Lue, Martha S., Lee Cross, Andrea Sobel, and Geneva Woodruff. "PAPER SYMPOSIUM 3: Staff Training and Development." NHSA Dialog 4, no. 1 (2001): 77–83. http://dx.doi.org/10.1207/s19309325nhsa0401_8.

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12

Turner, C. H. "Training and development for community dental staff." British Dental Journal 175, no. 7 (1993): 232. http://dx.doi.org/10.1038/sj.bdj.4808282.

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13

Kane, R. L., M. Abraham, and J. D. Crawford. "Training and Staff Development: Integrated or Isolated?" Asia Pacific Journal of Human Resources 32, no. 2 (1994): 112–32. http://dx.doi.org/10.1177/103841119403200209.

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14

Howard, Helen. "Writing a staff training and development programme." Nursing and Residential Care 7, no. 5 (2005): 228–30. http://dx.doi.org/10.12968/nrec.2005.7.5.18022.

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15

Eley, Penny, and Adrian Eley. "IT training and staff development in universities." Education + Training 37, no. 1 (1995): 22–26. http://dx.doi.org/10.1108/00400919510079573.

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16

Scott, Michelle, Barry N. Feldman, and Maureen Underwood. "Delivering Professional Development in Suicide Prevention." Pedagogy in Health Promotion 2, no. 4 (2016): 266–75. http://dx.doi.org/10.1177/2373379916658667.

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Online learning has emerged as a new technology for professional development for secondary school teachers and staff, including administration and nonclinical counselors. It is unknown if suicide prevention can be taught and learned effectively in an online learning modality. A quasi-experimental pre–post design study compared suicide prevention knowledge of 197 secondary public school teachers, administrators, guidance counselors, and staff in a traditional 2-hour in-person training versus a self-paced Web-based online training. Both training modalities led to a statistically significant increase in knowledge; however, knowledge acquisition was significantly greater among individuals in the online training. Age of the participants moderated the relationship across the two training modalities. The majority of participants reported the online training as useful and relevant, and 100% would recommend the online suicide prevention training to others. Online trainings are just as effective in teaching emotionally sensitive content such as suicide prevention as traditional in-person trainings.
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17

Babiak, Halyna, and Iryna Illiash. "IMPROVEMENT OF ENTERPRISE STAFF TRAINING SYSTEM." Regional’ni aspekti rozvitku produktivnih sil Ukraїni, no. 24 (2019): 102–7. http://dx.doi.org/10.35774/rarrpsu2019.24.102.

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The article substantiates the importance of improving the personnel training system of the company under the current competitive conditions. It has been found that providing continuous training and increasing the level of professional and personal competences allows to ensure high results of work, to maintain competitiveness of the firm and the staff both in the internal and external labor markets. Thus, it is substantiated that the vocational training system is a very important tool for effective management of the organization. The peculiarities of the organization and conducting of professional training at the enterprise of the “Pearl of Podillya” Ltd., in particular: the role of certification in the process of identifying the need for professional development; methods of performance appraisal at a particular enterprise; the first attempts to organize the learning process with the help of a specially created unit in the personnel management structure; the nature of the forms of training applied at the enterprise depending on the needs and results of training, positions and sphere of activity of employees; the importance of in-house trainings and seminars, special certified development programs, internships and mentoring in the training and professional development of employees of the enterprise are revealed. Problems in the process of organization and training of personnel at the enterprise are found out, namely: chaotic and poor planning of training results, limited financial resources, insufficient connection between training and motivation (material and moral) of employees. It is suggested to: take into account the experience of other countries and successful companies in the field of personnel development; provide a transparent system for the relationship between certification, learning outcomes, career advancement and remuneration; implement staff rotation, individualized vocational training planning and continuing education.
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18

Ayers, E. J. Bailey, and H. D. Fredericks. "An Alternative Approach to Staff Development." Journal of Visual Impairment & Blindness 85, no. 7 (1991): 302–5. http://dx.doi.org/10.1177/0145482x9108500710.

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The TASH Technical Assistance Project was developed to assist state VI-C coordinators with their staff training efforts designed to benefit children and youth who have deaf-blindness. The evaluation data indicate that the project has been successful, and that it offers a viable approach to other in-service training programs. This article describes the technical assistance project and provides the evaluation data for one project year.
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19

Williams, Jill Schlabig. "Biomed Tech Training Document Guides Staff Development, Promotions." Biomedical Instrumentation & Technology 45, no. 2 (2011): 135–38. http://dx.doi.org/10.2345/0899-8205-45.2.135.

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20

Abosede, Okotoni Comfort. "Staff Training and Development and Quality Education Delivery." Literacy Information and Computer Education Journal 6, no. 4 (2015): 2020–29. http://dx.doi.org/10.20533/licej.2040.2589.2015.0270.

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21

Dirani, Khalil M. "Professional training as a strategy for staff development." European Journal of Training and Development 36, no. 2/3 (2012): 158–78. http://dx.doi.org/10.1108/03090591211204698.

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22

De Vere, Bernadette. "Development of common training units for forensic staff." Australian Journal of Forensic Sciences 51, sup1 (2019): S252—S254. http://dx.doi.org/10.1080/00450618.2019.1568561.

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23

Ratliffe, Tom. "Chapter 10: Principal Training for Effective Staff Development." Journal of Teaching in Physical Education 7, no. 3 (1988): 228–34. http://dx.doi.org/10.1123/jtpe.7.3.228.

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24

Karan, Orv C., and Catherine Berger Knight. "Training and Staff Development Issues in Developmental Disabilities." Remedial and Special Education 7, no. 6 (1986): 40–45. http://dx.doi.org/10.1177/074193258600700611.

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25

Adhikari, Naba Raj. "Training and Development Costs, Staff Costs and Operational Profitability in Nepalese Commercial Nanks." Management Dynamics 23, no. 2 (2020): 109–18. http://dx.doi.org/10.3126/md.v23i2.35813.

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The main aim of this study was to identify examine the relationship between staff trainings and development costs, total staff costs and the operational profit of Nepalese commercial banks. Six commercial banks has been taken for the study using purposive sampling technique from the total population consisting two government owned banks, two joint venture banks and the rest from private commercial banks. Training and development costs, staff costs and operational profit (before tax) has been defined as the variables of the study. Data have been collected from the annual reports of respective banks covering for the financial year 2016/2017 to 2019/2020. This study found that private commercial banks have focused on training and development to their staff. The staff costs of private banks has been highly explained by training and development costs and it has resulted higher positive impact of staff cost with operational profit.
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26

Vapnarchuk, Nataliya. "World experience of professional development of staff." Law and innovations, no. 2 (30) (June 2, 2020): 63–69. http://dx.doi.org/10.37772/2518-1718-2020-2(30)-9.

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Problem setting. Today, high-quality higher education and vocational training is recognized by the world community as a significant dominant in the creation of a system of values by economies and the ability to quickly adapt to changing environments for production processes. Preservation and development of human creative potential is the main goal of innovative education, which should be permeated with universal values. To do this, it is necessary to make it develop harmonious thinking, which is based on a combination of inner freedom of the individual and his social responsibility, as well as tolerance. Analysis of recent researches and publications. A significant contribution to solving the problems of personnel development has been made by domestic and foreign scientists and practitioners, including O. Amosov, O. Ataeva, V. Vesnin, N. Gavkalova, G. Dessler, O. Yegorshin, V. Kovalev, N. Markova. E. Morgunov and others. Issues related to personnel development management were studied by such scientists as V. A. Savchenko, T. P. Zbrytska, G. O. Savchenko. A. O. Vornachev, A. N. Boyko, and Y. I. Kravets studied the world experience of professional training of skilled workers. Target of research to analyze the modern world experience of professional development of personnel of enterprises on the example of leading economies. Article’s main body. The article points out that the priority areas for further development of our country’s enterprises are the wider use of the experience of leading economies of the world in the field of quality management and development, formation and maintenance of a culture of quality, development and implementation of standards for personnel development, adapted to the needs of a specific organization. As the development of national vocational education becomes innovative through the use of the experience of the leading countries of the world, the need for specialists to improve their skills during work in accordance with the requirements of the modern world labor market is increasing, the national system of competences and qualifications and so on is being improved. Conclusions and prospects for the development. In order to overcome the shortage of highly qualified specialists, it is proposed to introduce at the state level legislatively regulated financial support of enterprises in the field of vocational training and development of employees, namely: (1) to develop and legislatively invest the funds in the training of employees and their professional development through loans, government tax incentives for companies to organize training, training, retraining, retraining and advanced training of staff; (2) allocate government subsidies to employers who create additional training places for industrial and on-the-job training; (3) stimulate the interest of employers in improving the professional level of staff through a system of encouraging them and improving the organization and improving the quality of education; (4) create funds for employers to transfer a percentage of their payroll to cover most of their employers’ training costs; (5) envisage, within the framework of collective agreements, the creation of training funds, the assets of which are formed either from a payroll tax or through government subsidies; (6) strengthen the responsibility of employers and employees themselves for their professional level in order to increase the efficiency of the use of funds for vocational training of staff; (6) develop draft legal acts to encourage and encourage staff to continue learning and appropriate mechanisms for their implementation (financial assistance – state or sponsorship, educational leave - partially or fully paid, grants, scholarships, etc.); (7) to encourage enterprises to expand cooperation with higher education institutions, research institutes and other institutions of social and pedagogical orientation for the development of scientific and methodological foundations of professional development of staff.
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Armashova-Telnik, Galina, Anna Zubkova, Alexandra Melnichenko, Veronika Semenova, Polina Sokolova, and Yulia Terentyeva. "Industrial sector engineering staff development systems." E3S Web of Conferences 258 (2021): 10025. http://dx.doi.org/10.1051/e3sconf/202125810025.

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This article discusses methods for the employees quality and performance improvement in the electric power industry enterprises. The characteristics of the factors influencing the development of personnel are given. The foreign experience of corporate training is analyzed, which identifies ways to improve labor activity, maintain labor discipline, increase the level of labor motivation, develop corporate culture and increase the employee loyalty at industrial enterprises. The structure of personnel training methods at the enterprise is schematically presented. The article substantiates the need for the formation of a qualified human resource that provides the company with the growth of economic indicators of production activity, a high degree of competitiveness in the industry market, and a positive image of the organization
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Vickers, Elaine R., Heather Phillips, and Ruth McLaren. "Development of a training course for clinical trials staff." Cancer Nursing Practice 10, no. 6 (2011): 26–29. http://dx.doi.org/10.7748/cnp2011.07.10.6.26.c8623.

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Степанов, Олег, and Oleg Stepanov. "On Staff Training Issues for the Digital Economy Development." Journal of Russian Law 6, no. 11 (2018): 1. http://dx.doi.org/10.12737/art_2018_11_10.

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30

Scott, Terrance M., and C. Michael Nelson. "Functional Behavioral Assessment: Implications for Training and Staff Development." Behavioral Disorders 24, no. 3 (1999): 249–52. http://dx.doi.org/10.1177/019874299902400308.

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31

Dahlgren, Ethel. "Staff Training and the Development of Distance Education Courses." Open Learning: The Journal of Open, Distance and e-Learning 13, no. 2 (1998): 38–42. http://dx.doi.org/10.1080/0268051980130207.

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32

Joint, Nick. "Staff development and training in the digital library environment." Library Review 52, no. 9 (2003): 417–21. http://dx.doi.org/10.1108/00242530310501428.

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33

Richardson, William. "Industrial staff training and career development: panacea or pitfall?" School Organisation 7, no. 1 (1987): 13–18. http://dx.doi.org/10.1080/0260136870070103.

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34

Bridgland, Angela. "Award restructuring, the Training Guarantee Act and staff development." Australian Library Journal 42, no. 3 (1993): 205–13. http://dx.doi.org/10.1080/00049670.1993.10755647.

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35

Robson, Fiona, and Sharon Mavin. "Evaluating training and development in UK universities: staff perceptions." European Journal of Training and Development 38, no. 6 (2014): 553–69. http://dx.doi.org/10.1108/ejtd-04-2013-0039.

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Purpose – This paper aims to analyse individual experiences of learning evaluation in UK Higher Education Institutions (HEIs) and identify areas for improvement as part of an HEFCE LGM funded project. Design/methodology/approach – Eight focus groups were included in two universities with staff in similar roles. After transcription, the data were analysed using template analysis to identify and compare key themes from across both universities. Findings – The context of UK higher education is clearly important due to the diverse job roles and on-going sectoral changes. Three key themes emerged; first was a lack of clarity from the learners on learning evaluation. The second key theme centres on the format, method and timing of capturing evaluation data and the perception that a “one size fits all” approach is not appropriate. The third finding suggests that line managers do not currently fulfil their critical roles in the process. Research limitations/implications – Small number of research participants and a focus on two universities. In addition, participants were relying on their memories of past evaluation experiences. Practical implications – Ensuring learners understand reasons for evaluating their learning is important. HEIs should utilise a more diverse range of tools at the design stage to collect evaluation data. All stakeholder roles need to be clarified, and line managers require additional support. Originality/value – First, we address a gap in the existing sector-specific literature identified by Burgoyne et al. (2009) who contend that there is a lack of research in this area. Second, we contribute to the development of research in the journal by analysing evaluation from the perspective of the participants, and third, we offer recommendations for practice.
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Harris, Colin. "Nowal: Developments in staff development and training and procurement of e-books." New Review of Academic Librarianship 10, no. 2 (2004): 119–27. http://dx.doi.org/10.1080/13614530500143711.

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37

Storer, John H., and Diana J. Crosswait. "Delivering Staff Development to the Small Rural School." Rural Special Education Quarterly 14, no. 3 (1995): 23–30. http://dx.doi.org/10.1177/875687059501400306.

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Most staff development activities for school personnel are held in large cities or on university campuses. Small rural schools are generally geographically distant from these locations. Therefore, this type of school usually has to absorb greater expense and hardship to take advantage of staff development activities. Long distance travel and overnight stays make it very difficult for parents or community members to also benefit from training. The Iowa Intervention Initiative (III), a U.S. Department of Education Drug-Free Schools School Personnel Training Project, was designed to address these problems. The III was able to overcome many practical and logistic problems to successfully hold workshops for 79 schools throughout rural Iowa. This paper presents successful responses to many of these problems and discusses how this training model can be adapted to other rural situations.
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38

Sharafutdinov, A. A., I. F. Hafizov, A. A. Kudryavtsev, and V. S. Zubov. "TRAINING OF FIRE PROTECTION PERSONNEL USING SITUATIONAL PRACTICES." Oil and Gas Studies, no. 4 (August 30, 2015): 131–36. http://dx.doi.org/10.31660/0445-0108-2015-4-131-136.

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The article describes the concept of development and construction of integrated training systems designed to train professionals in the sphere of fire safety.The practical value of the study is that the proposed procedures, concepts and approaches to development of technical training permitted to formulate and implement achievable to date requirements towards instruction systems and training complexes for training the fire departments staff and especially dangerous facilities personnel, that ensure the maximum reduction in the impact of errors made by the staff trained on the overall level of fire safety in the conditions of insufficient resources for trainings.
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Mokhtar, Ikram Syah, Nor Hazana Abdullah, Darbaz Anwer Ismael, Bestoon Othman, and Raman Ali. "The Development of Training Participation Conceptual Framework among Academic Staff: A Qualitative Study based on Training Officers Perception at Malaysian Public Universities." International Journal of Psychosocial Rehabilitation 23, no. 3 (2019): 544–72. http://dx.doi.org/10.37200/ijpr/v23i3/pr190346.

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40

Blackmore, Paul. "The Professional Development and Vocational Training Divide in Further Education Staff Development." Journal of Further and Higher Education 16, no. 3 (1992): 30–38. http://dx.doi.org/10.1080/0309877920160304.

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Kerdnoonwong, Sumolnit. "Training Model to Enhance Human Resource Development of Government Organizations." International Journal of Engineering & Technology 7, no. 4.38 (2018): 984. http://dx.doi.org/10.14419/ijet.v7i4.38.27622.

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The research was aimed to (1) study the best practices of the organizations that have been awarded the Public Sector Management Quality Award (PMQA) (2) present the recommendations of the training model that promote human resource development of government organizations in Thailand. The study was found that the Department of Community Development and the Department of Mental Health were only two organizations that have been awarded PMQA in the sector of staff administration and development. They had similar policy on staff administration and development which was focused on the development of personnel as "human capital" as well as “training” is one of the most important tools in order to develop the staff. The concept of training was based on the criteria of OPDC (Office of the Public Sector Development Commission), position competency, well-being and satisfaction of the staff. Training process step starts from need analysis, then develop courses and assess of the training. The training methods are both formal and informal training which is based on the context the content of the training, the trainee the time and place. Quality assurance system, follow-up evaluation by trainees and their supervisors are the training management.
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Sarbeng, Isaac Baafi. "Staff Training and Development Interventions and Teaching Performance: Application of Structural Equation Modeling." International Journal of Human Resource Studies 3, no. 4 (2013): 159. http://dx.doi.org/10.5296/ijhrs.v3i4.4705.

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Staff training and development is an essential programme necessary for improving staff performance. The study sought to assess staff training and development programmes and performance of teaching staff at the various departments of the University of Cape Coast. A cross-sectional survey of 193 Faculty members, selected through a simple sampling technique, was conducted to assess whether the trained faculty of UCC were performing their task up to expectation. The study revealed that although the training programmes are not perceived as fair enough, it has positively affected staff professional knowledge, intellectual planning, class attendance and assessment. The respondents also believe that there has been improvement in their instructional delivery due to the training programmes of UCC. It is therefore recommended for management of the University to provide equal opportunity for staff in terms of training through a quota system. The study further recommends for wide communication of the modalities for selection of faculty for further studies.
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De Smaele, Madeleine, Ellen Verbakel, Nicole Potters, and Marina Noordegraaf. "Data Intelligence Training for Library Staff." International Journal of Digital Curation 8, no. 1 (2013): 218–28. http://dx.doi.org/10.2218/ijdc.v8i1.255.

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The Data Intelligence 4 Librarians course was developed by 3TU.Datacentrum at the end of 2011 to provide online resources and training for digital preservation practitioners, specifically for library staff. The course objectives are to transfer and exchange knowledge about data management, and to provide participants with the skills required to advise researchers or research groups on efficient and effective ways of adding value to their data. The paper describes the process of creating the course, the methodology and the results of the first pilot, which took place from February to June 2012. It also demonstrates the choices made during the design process and discusses the implications of the evaluation of the pilot course for further development: in particular, how the course might be expanded to more disciplines and other data repositories.
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Misler, Dennis I. "Management Development and More: Contracting Out Makes it Possible." Public Personnel Management 15, no. 4 (1986): 389–93. http://dx.doi.org/10.1177/009102608601500407.

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Training offices often have to decide whether to develop and present training with in-house staff or contract out. In the Montgomery County (Maryland) Government, a policy of belt tightening created the need for more effective management development, and cut backs in the staff of the Training Unit made it necessary to contract out for training. The resulting success of the Management Development Program has spawned other training program opportunities, all of which have been made possible by the effective use of contractors.
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Grey, Ian M., Richard P. Hastings, and Brian McClean. "Staff Training and Challenging Behaviour." Journal of Applied Research in Intellectual Disabilities 20, no. 1 (2007): 1–5. http://dx.doi.org/10.1111/j.1468-3148.2006.00359.x.

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46

Cobblah, Mac-Anthony, and TB van der Walt. "Staff training and development programmes and work performance in the university libraries in Ghana." Information Development 33, no. 4 (2016): 375–92. http://dx.doi.org/10.1177/0266666916665234.

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This paper investigated the relationship between staff development and job performance of the library staff of five selected universities in Ghana. The paper examined the effectiveness of staff training and development policies, programmes, methods, training needs analysis and the monitoring and evaluation methods of the university libraries in order to establish the effectiveness of staff development initiatives in library and information services. The study adopted survey design and mixed methods approach combining qualitative and quantitative approaches in a single study. Data was largely collected with a questionnaire, while interviews were used to collect data from head librarians and heads of departments. The observation instrument was also used to confirm some information provided by the respondents. The findings of the study established that there is a positive relationship between staff training and development and work performance of library staff in the selected university libraries in Ghana. The results also revealed that even though staff development contributes greatly to effective provision of library and information services, staff training alone did not contribute to staff effectiveness. Staff development must be complemented with other human resource management strategies such as reward, promotion, retooling, etc. The paper makes recommendations on how staff development can help improve upon library staff effectiveness.
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47

Hussain, Altaf, Muhammad Asad Khan, and Mohammad Hanif Khan. "The Influence of Training and Development on Organizational Commitment of Academicians in Pakistan." Review of Economics and Development Studies 6, no. 1 (2020): 43–55. http://dx.doi.org/10.47067/reads.v6i1.183.

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It is recognized globally that training and development not only enhances the abilities, knowledge and skills of the staff member but it also changes their attitudes and behaviors. Such change in their attitudes and behaviors makes them committed with their respective organizations. This research work inquired association of training & development along with its dimensions with organizational commitment. We used Smart-PLS to make analysis of the data which were gathered from 320 academic staff of seven public sector universities of Khyber Pakhtunkhwa (KP), Pakistan. The results of this work found a significant influence of training & development and its dimensions on organizational commitment of academic staff. The results further suggested that training and development play crucial role in the enrichment of organizational commitment of academic staff. Committed academic staff not only stays longer with the universities but put more effort and perform better as compared to non-committed academic staff. We also concluded in this study that if the management of the universities intends to enhance the commitment of academic staff with the universities, they need to provide them maximum opportunities of training & development. We also discussed the theoretical and practical implications of the results.
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48

Abdulmumini, Aji. "IMPACT OF TRAINING ON ACADEMIC STAFF DEVELOPMENT IN THE STATE HIGHER EDUCATIONAL INSTITUTIONS OF BORNO STATE." International Journal of Advanced Research in Global Politics, Governance and Management 2, no. 1 (2020): 98–108. http://dx.doi.org/10.48028/iiprds/ijargpgm.v2.i1.07.

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Academic staff for knowledge and skills update is a necessity for state and national development. The study explores the Impact of training on academic staff development in the State higher educational institutions of Borno State. The study raised two questions to determine: The impact of training on academic staff development. Hypotheses was formulated and tested in line with the objectives of the study. Related literatures were reviewed based on the stated objective. survey method was employed for the study. The populations of the study were academic staff of the State higher educational institutions (1410). The sample of the study comprised academic staff from four selected institutions (938) using closed questionnaires. The collected data was presented by the use of simple frequency and percentages, and later analysed using Chi-square statistical technique. The finding reveals there is a significant relationship between training and academic staff development. The study concluded that training influence academic staff development. It is recommended that the state should provide adequate funds for academic staff in the state higher education for training, workshops, conference, research and publications for knowledge and skill updates to boost academic staff productivity
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49

Massaro, Frank J., Michelle R. Harrison, and Adam Soares. "Use of problem-based learning in staff training and development." American Journal of Health-System Pharmacy 63, no. 22 (2006): 2256–59. http://dx.doi.org/10.2146/ajhp060120.

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50

Crader, Marsha F. "Development of Antimicrobial Competencies and Training for Staff Hospital Pharmacists." Hospital Pharmacy 49, no. 1 (2014): 32–41. http://dx.doi.org/10.1310/hpj4901-32.

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