Asia Pacific Journal of Advanced Education and Technology

Volume 2, Issue 4, December 2023 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

Training and Development, Work Performance, and Social Capital Constructs of

Library Personnel in the South Manila Educational Consortium

Alfred E. Dalmacio, RL, MLIS

https://orcid.org/0009-0000-0085-6288
[email protected]
Polytechnic University of the Philippines
A. Mabini Campus, Anonas Street, Sta. Mesa Manila, Philippines

DOI:https://doi.org/10.54476/apjaet/80680

Abstract

This study investigates the impact of professional development, work performance, and social capital on library
personnel within the South Manila Educational Consortium Libraries. It highlights the gap in research regarding
the integration of these factors in the library work environment. Utilizing a descriptive quantitative approach, data
was collected via structured survey questionnaires, with sixty-one (61) respondents participating. The analysis,
conducted using SPSS, focused on frequency distribution, percentages, and mean scores. Findings reveal that
seminars, conferences, and workshops are the primary methods of professional development, though limited by
funding. Library personnel exhibited above-average work performance and high levels of social capital. However,
the availability of training and development interventions was deemed insufficient despite the active engagement
of personnel in available programs. The results underscore the need for improved funding strategies to enhance
training and development, which in turn could foster better work performance and strengthen social capital among
library staff. These insights are critical for informed decision-making in human resource development and
organizational strategy, aiming to optimize library personnel performance and create a supportive work
environment.

Keywords: Academic Library, Training and Development, Work Performance, Social Capital, Library Personnel

Introduction

Understanding the dynamics within library environments is crucial for professional progress. Training and
development equip library professionals with necessary skills, promoting adaptability. Improved work performance
ensures efficient and effective service delivery. While social capital foster collaboration, information exchange, and
a unified library culture, resulting in greater patron services and organizational success.
Library personnel require continuous training and development to adapt to digital transformation, user
requirements, and resource development (Appleton, 2018). This training prepares them to manage technological
advances, enhance services, and respond to changing employment opportunities, ensuring the library's long-term
efficacy and relevance.
Work performance is crucial in modern competitive workplaces, requiring organizations to invest in
positive environments, continuous development, and employee well-being for long-term success (Koopmans,
2014). Assessing work performance helps to discover skill shortages, stimulates training and development, and
fosters a positive work environment, as well as encourages improvements in institutions and community relevance.

Proceeding of the International Research Conference on Multidisciplinary Innovation and Best Practices in Education (IRCMIBPE)
24 – 25 October 2023, Philippine Christian University, Manila, Philippines
Dalmacio, A.E., Training and Development, Work Performance, and Social Capital Constructs of Library Personnel in the
South Manila Educational Consortium, pp. 1 – 11
1
 Asia Pacific Journal of Advanced Education and Technology
Volume 2, Issue 4, December 2023 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com
Social capital, as defined by Perras and Normandin (2019), is a characteristic that exists in individuals and
groups. The library is a vital source of social capital, fostering communal well-being, resilience, and resource
exchange. However, its value as a source of social capital is underexplored by academics.
In a library working environment, there is insufficient research that integrates training and development,
work performance, and social capital among personnel into a cohesive framework. Within this vein, this study is
being conducted to evaluate all three variables from the viewpoint of academic library personnel within an
educational consortium.
The South Manila Educational Consortium is a higher education consortium in the Philippines that aims to
enhance collaboration among member institutions through joint projects, activities, and staff training. Founded in
1974 by five schools in Manila, the consortium has grown over time and is now a network of Philippine public and
private universities. Its main objective is to promote excellent and accessible education through internationalization
in its various universities (South Manila Educational Consortium, 2017).

Objectives of the Study

This study provides insight into the academic library personnel's training and development, work performance, and
social capital. This research specifically aims to:

1. Determine the extent of library personnel development and training practices in terms of availability,
frequency, barriers, and strategies.
2. Assess the work performance of library personnel in terms of task performance, contextual performance,
and counterproductive work behavior.
3. Determine the level of structural, relational, and cognitive social capital constructs in library personnel.
4. Propose ways to strengthen library personnel training and development programs, improve their
performance at work, and foster social capital.

Methodology

Research Design. The study used the descriptive method to find patterns, make assumptions, validate
relationships, and generalize conclusions. A quantitative method was used to collect and interpret numerical data,
resulting in a comprehensive plan for analyzing library personnel's training, development, work performance, and
social capital levels. Data was gathered via a survey questionnaire. The questionnaire is divided into three parts.
The first part assessed the availability, frequency, barriers, and strategies for improving training and development,
using 46 sub-items adapted from Cobblah and van der Walt (2016), Ibegbulam and Eze (2016), and Iwuchukwu
and Echedom’s (2016) research. The second part centered on work performance using 18 sub-items from Koopmans
et al.'s (2014) study, and the third part focused on social capital aspects using 15-items from Ozgun et al.'s (2022)
research.

Respondents of the study. The study involved 61 librarians and paraprofessional staff from the South Manila
Educational Consortium's twelve libraries, and it used total population sampling to examine the entire group. As
part of the research's ethical considerations, participants in the study only respond voluntarily and have the option
to cease participation. The study employed a code for the participating institutions' data privacy. The acronym
SMEC stands for the South Manila Educational Consortium, while the following number represents a particular
member school. Sixty-one (61) respondents or 62.24% of the total population of 98, took part in the study. 9 or
9.18% were from SMEC 1; 2 or 2.04%, SMEC 2, 4 or 4.08%, SMEC 3; 2 or 2.04%, SMEC 4; 6 or 6.12%, SMEC
5; 3 or 3.06%, SMEC 6; 4 or 4.08%, SMEC 7; one 1 or 1.02%, SMEC 8; 1 or 1.02%, SMEC 9; and 29 or 29.59%,
SMEC 10.

Proceeding of the International Research Conference on Multidisciplinary Innovation and Best Practices in Education (IRCMIBPE)
24 – 25 October 2023, Philippine Christian University, Manila, Philippines
Dalmacio, A.E., Training and Development, Work Performance, and Social Capital Constructs of Library Personnel in the
South Manila Educational Consortium, pp. 1 – 11
2
 Asia Pacific Journal of Advanced Education and Technology
Volume 2, Issue 4, December 2023 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com
Data Gathering Procedure. The researcher used a survey questionnaire via Google forms to collect data
from respondents. After approval from the Research Ethics Committee, a request letter was sent via email to
university librarians or library directors. Gathering data from two institutions presented challenges. The study had
to be adjusted accordingly based on the circumstances. The responses collected served as the researcher's
groundwork for addressing research objectives. The data collection process takes a mere three weeks. The collected
data was analyzed, with incorrect or insufficient responses excluded. Statistical analysis was then performed.

Statistical Treatment of Data. The researcher collected survey results, reviewed them, and used descriptive
statistics to present, interpret, and analyze the data using the Statistical Package for Social Sciences (SPSS). This
study utilized frequency count and percentage distribution. The simplest way to depict a distribution is to enumerate
each value found in the population in one column and the number of times it appears in the population in the
following column. This simple list is known as a frequency distribution (Mahbobi & Tiemann, 2015). While for
percentage, according to Korb (2013), it is computed by dividing the frequency in the category by the total number
of participants and then multiplying the result by 100%. These statistical treatments were used to determine the
availability, frequency, barriers, and strategies to enhance library personnel training and development. Mean was
also used in the study. A representative value from the distribution is used by the researcher to describe the position
of a distribution. There are alternative ways for obtaining the typical value, according to Mahbobi and Tiemann
(2015), but the arithmetic mean, often referred to as the mean, is by far the most used. It is computed by adding all
the population's members and dividing by the number of members. It was used to assess respondents' work
performance and social capital level. It was also utilized while using a five-point Likert scale.

Results and Discussion

1. Extent of training and development practices of personnel in terms of availability, frequency, barriers,
and strategies

1.1. In terms of Availability

Table 1
Available Intervention of Library Personnel
Agree Disagree
(Available) (Not Available)
Intervention Frequency Percentage Frequency Percentage
(%) (%)
On-the-job training 37 60.7 24 39.3
Job rotation 49 80.3 12 19.7
Mentoring/coaching 34 55.7 27 44.3
Workshops/Seminars/Conferences 59 96.7 2 3.3
Research and Publications 31 50.8 30 49.2
Professional association 46 75.4 15 24.65
Case studies 27 44.3 34 55.7
Study visits 23 37.7 38 62.3
Team building 59 96.7 2 3.3
Classroom training 7 11.5 54 88.5
Long distance learning 9 14.8 52 85.2
Consultant training 7 11.5 54 88.5
Simulation and the use of games 7 11.5 54 88.5

Proceeding of the International Research Conference on Multidisciplinary Innovation and Best Practices in Education (IRCMIBPE)
24 – 25 October 2023, Philippine Christian University, Manila, Philippines
Dalmacio, A.E., Training and Development, Work Performance, and Social Capital Constructs of Library Personnel in the
South Manila Educational Consortium, pp. 1 – 11
3
 Asia Pacific Journal of Advanced Education and Technology
Volume 2, Issue 4, December 2023 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com
The frequency and percentage distribution of library personnel in terms of available training and
development activities is shown in Table 1. The results indicate that the most available training and development
intervention were workshops/seminars/ conferences and team building with a total of 59 or 96.7% respondents
recognizing their availability. While classroom training, consultant training, simulation and the use of games were
the least available interventions, with the same responses of 7 or 11.5% suggesting this. Workshops, contrary to the
findings of Ibegbulam and Eze (2016), were the least available intervention for library personnel. According to the
results, all training and development programs were not widely available to respondents, with many others being
marginally available. In contrast, Iwuchukwu and Echedom (2016) discovered that training programs for library
staff were widely available.

1.2. In terms of Frequency

Table 2
Frequency of the Available Training and Development of Library Personnel
Total
5 4 3 2 1
Intervention Usage
F (%) F %) F (%) F (%) F (%) F (%)
On-the-job training 7 18.92 1 2.70 8 21.62 15 40.54 6 16.22 31 83.78
Job rotation 4 8.16 2 4.08 7 14.29 22 44.90 14 28.57 35 71.43
Mentoring/coaching 13 38.23 6 17.65 5 14.70 6 17.65 4 11.76 30 88.23
Workshops/ Seminars/ Conferences 30 50.85 8 13.56 12 20.34 9 15.25 - - 59 100
Research & Publications 1 3.22 - - 3 9.68 18 58.06 9 29.03 22 70.97
Professional association 6 13.04 5 10.87 11 23.91 23 50 1 2.17 45 97.83
Case studies 1 3.70 - - 1 3.70 15 55.55 10 37.04 17 62.96
Study visits 2 8.69 1 4.35 4 17.39 11 47.82 5 27.74 18 78.26
Team building 1 1.69 1 1.69 4 6.78 52 88.13 1 1.69 58 98.31
Classroom training 1 14.28 1 14.28 1 14.28 3 42.86 1 14.29 6 85.71
Long distance learning 1 11.11 - - 1 11.11 5 55.55 2 22.22 7 77.78
Consultant training 1 14.28 - - 1 14.28 2 28.57 3 42.86 4 57.14
Simulation and the use of games 1 14.28 - - 1 14.28 2 28.57 3 42.86 4 57.14

The frequency and percentage distribution of library personnel in terms of the extent to which they use
training and development interventions is shown in Table 2. It is crucial to understand how available interventions
are used. The availability of an intervention does not automatically imply its use. Only those respondents who
asserted that they had access to various training and development interventions were asked to complete this part of
the survey questionnaire. The findings show that workshops/seminars/conferences were the most used available
training and development intervention, with 59 or 100% of respondents using this intervention between one and
more than four times each year. Job rotation was the least used intervention, representing 14 or 28.57% of the
respondents. The study contradicts Cobblah and van der Walt's (2016) research, which found job rotation as the
most used intervention for library personnel. The data shows that most available interventions are used by
respondents one to four times per year, but a small percentage never use them, consistent with previous studies by
Ibegbulam and Eze (2016) and Cobblah and van der Walt (2016). This percentage is attributed to paraprofessionals,
who are often not the primary focus of professional development.

1.3. In terms of Barriers

The frequency and percentage distribution of respondents in terms of the extent to which the listed items are
barriers to library personnel training and development is shown in Table 3. Among the barriers, a large percentage
of respondents identified the inadequate fund as a high-extent barrier with 32 or 52.5% indicating this.

Proceeding of the International Research Conference on Multidisciplinary Innovation and Best Practices in Education (IRCMIBPE)
24 – 25 October 2023, Philippine Christian University, Manila, Philippines
Dalmacio, A.E., Training and Development, Work Performance, and Social Capital Constructs of Library Personnel in the
South Manila Educational Consortium, pp. 1 – 11
4
 Asia Pacific Journal of Advanced Education and Technology
Volume 2, Issue 4, December 2023 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com
Table 3
Barriers to Training and Development of Library Personnel
High extent Low extent
Barrier
F (%) F (%)
Inadequate fund 32 52.5 29 47.5
Unsupportive attitude of the management 10 16.4 51 83.6
Inadequate staff to cover work during training periods 25 41 36 59
Inadequate training facilities 23 37.7 38 62.3
Low motivation on part of the staff 15 24.6 46 75.4
Training topics not addressing actual need 22 36.1 39 63.9
Lack of opportunities to practice learnt skills at work 18 29.5 43 70.5
Lack of awareness/information about training opportunities 17 27.9 44 72.1
Poor staff relationship with management 12 19.7 49 80.3

While unsupportive attitude of the management was identified as a low-extent barrier, representing 51 or
83.6% of the respondent. According to the results, many respondents believed that all the following barriers to
library personnel training and development are low extent. This contrasts with the findings of Ibegbulam and Eze
(2016), who observed that a substantial number of respondents in their survey agreed that all were high extent
barriers to training and development.

1.4. In terms of Strategies

Table 4
Strategies to Enhance Training and Development of Library Personnel
High extent Low extent
Strategy
F (%) F (%)
Improved funding of the library in general 55 90.2 6 9.8
Prioritization of training by the management 52 85.2 9 14.8
Recruitment of adequate number of workers to take turns in training 38 62.3 23 37.7
Provision of adequate facilities for trainings 48 78.7 13 21.3
Implementation of policies on benefits derived from training to improve morale 52 85.2 9 14.8
Conducting needs analysis surveys before trainings 51 83.6 10 16.4
Provision of opportunities to practice learnt skills 53 86.9 8 13.1
Creation of awareness/provision of information about training opportunities 53 86.9 8 13.1
Cordial relationship should be maintained between library staff and the management to 53 86.9 8 13.1
promote sustainable training and development interventions in library

The frequency and percentage distribution of respondents in terms of the strategies that can enhance library
personnel training and development are shown in Table 4. Among the strategies, 55 or 90.2% indicated that
improved funding of the library, in general, can enhance the training and development of library personnel to a high
extent. While recruitment of an adequate number of workers to take turns in training was identified as low low-
intention strategy, representing 23 or 37.7% of the respondents. According to the data, all strategies were regarded
by the majority of the respondents as being capable of significantly improving library personnel training and
development. This result is also similar to the findings of Ibegbulam and Eze (2016) and Iwuchukwu and Echedom
(2016), who asserted that the identified strategies could improve training and development interventions.

Proceeding of the International Research Conference on Multidisciplinary Innovation and Best Practices in Education (IRCMIBPE)
24 – 25 October 2023, Philippine Christian University, Manila, Philippines
Dalmacio, A.E., Training and Development, Work Performance, and Social Capital Constructs of Library Personnel in the
South Manila Educational Consortium, pp. 1 – 11
5
 Asia Pacific Journal of Advanced Education and Technology
Volume 2, Issue 4, December 2023 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com
2. Work performance of library personnel in terms of task, contextual, and counterproductive work
behavior
2.1. In terms of Task
Table 5
Task Performance of Library Personnel
Task Performance Mean Verbal Interpretation
I manage to plan my work so that it was done on time 4.18 Performed most of the time
My planning was optimal 3.70 Performed most of the time
I kept in mind the results that I had to achieve in my work 4.49 Performed every time
I was able to separate main issues from side issues at work 4.25 Performed every time
I was able to perform my work well with minimal time and effort 4.00 Performed most of the time
Grand Mean 4.12 Performed most of the time

Legend: “Performed rarely 1.00-1.80)”, “Performed occasionally (1.81-2.60”), “Performed regularly (2.61-3.40)”, “Performed most of
the time (3.41-4.20)”, “Performed every time (4.21-5.00).”

Table 5 shows how respondents perceive their task performance. The findings show that among the listed
actions, I kept in mind the results that I had to achieve in my work and attained the highest mean of 4.49 or performed
every time. While my planning was optimal attained the lowest mean of 3.70 or performed every time. The results
demonstrate that library personnel can accomplish most of their essential duties at work with a 4.12 grand mean.
This is consistent with the findings of Nwokike and Unegbu (2019), who evaluated library staff work performance
and found competency in several duties such as cataloging, collection administration, and reference, among others.

2.2. In terms of Contextual

Table 6
Contextual Performance of Library Personnel
Contextual Performance Mean Verbal Interpretation
I took on extra responsibilities 3.57 Performed most of the time
I started new tasks myself when my old ones were finished 3.85 Performed most of the time
I took on challenging work tasks, when available 3.79 Performed most of the time
I worked at keeping my job knowledge up-to-date 4.26 Performed every time
I worked at keeping my job skills up-to-date 4.20 Performed most of the time
I came up with creative solutions to new problems 4.00 Performed most of the time
I kept looking for new challenges in my job 3.84 Performed most of the time
I actively participated in work meetings 4.11 Performed most of the time
Grand Mean 3.95 Performed most of the time

Table 6 displays how respondents perceive their contextual performance. The findings show that among
the listed actions, I worked at keeping my job knowledge up-to-date and attained the highest mean of 4.26 or
performed every time. While I took on extra responsibilities attained the lowest mean of 3.57 or performed most of
the time. With a grand mean of 3.95, the results demonstrate that library workers can perform most of the time
actions that can contribute to the social and psychological core of an organization. This study's findings contradicted
Nwokike and Unegbu's (2016) observation that librarians were bad at anticipating difficulties and proposing
solutions.

2.3. In terms of Counterproductive Work Behavior

Table 7 presents how respondents perceive their counterproductive work behavior. The findings show that
among the listed actions, I complained about unimportant matters at work behavior of the respondents has the
highest mean of 2.00 or performed rarely.

Proceeding of the International Research Conference on Multidisciplinary Innovation and Best Practices in Education (IRCMIBPE)
24 – 25 October 2023, Philippine Christian University, Manila, Philippines
Dalmacio, A.E., Training and Development, Work Performance, and Social Capital Constructs of Library Personnel in the
South Manila Educational Consortium, pp. 1 – 11
6
 Asia Pacific Journal of Advanced Education and Technology
Volume 2, Issue 4, December 2023 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

Table 7
Counterproductive Work Behavior of Library Personnel
Counterproductive Work Behavior Mean Verbal Interpretation
I complained about unimportant matters at work 2.00 Performed rarely
I made problems greater than they were at work 1.43 Not ever performed
I focused on the negative aspects of a work situation, instead of on the positive 1.34 Not ever performed
aspects
I spoke with colleagues about the negative aspects of my work 1.95 Performed rarely
I spoke with people from outside the organization about the negative aspects of 1.59 Not ever performed
my work
Grand Mean 1.66 Not ever performed

Legend: “Not ever performed (1.00-1.80)”, “Performed rarely (1.81-2.60)”, “Performed occasionally (2.61-3.40)”, Performed regularly
(3.41-4.20)”, “Performed most of the time (4.21-5.00.).”

While I focused on the negative aspects of a work situation, instead of on the positive aspects with a mean
of 1.34 or not ever performed. With a grand mean of 1.66, the results show that library personnel did not engage in
counterproductive work behavior or behaviors that were damaging to the organization's well-being. This may be
ascribed to their dedication to their organization and its mission. According to Wilken's (2022) research, employees
are more focused and behave better when they have goals to work toward. Furthermore, this is consistent with
Onwubiko's (2019) study, which indicated that good staff attitudes are required if the library is to meet its defined
goals. The positive attitudes of library personnel toward the duties they must accomplish continue to be the library's
principal tool for marketing library services to the public, as failing to do so compromises the library's and
management's effective operation.

3. Social capital constructs of library personnel in terms of structural, relational, and cognitive social
capital
3.1 In terms of Structural Social Capital
Table 8
Structural Social Capital of Library Personnel
Structural Social Capital Mean Verbal Interpretation
We can directly contact any employee concerning important matters 4.18 High level of social capital
We know whom to contact to get things accomplished 4.43 Very high level of social capital
We are able to work together to solve the problems in our library 4.34 Very high level of social capital
There is two-way communication among our employees rather than one- 4.43 Very high level of social capital
way communication
Our employees are frequently in contact with each other 4.34 Very high level of social capital
Grand Mean 4.34 Very high level of social capital

Legend: “Very low level of social capital (1.00-1.80)”, “Low level of social capital (1.81-2.60), “Moderate level of social capital (2.61-
3.40)”, “High level of social capital (3.41-4.20)”, “Very high level of social capital (4.21-5.00).”

Table 8 displays the respondents' structural social capital level. The data show that among the listed actions
we know whom to contact to get things accomplished and there is two-way communication among our employees
rather than one-way communication, both of which obtained the highest mean of 4.43 or very high level of social
capital. While we can directly contact any employee concerning important matters obtained the lowest mean of
4.18 or high level of social capital. The findings demonstrate that library personnel have a very high level of

Proceeding of the International Research Conference on Multidisciplinary Innovation and Best Practices in Education (IRCMIBPE)
24 – 25 October 2023, Philippine Christian University, Manila, Philippines
Dalmacio, A.E., Training and Development, Work Performance, and Social Capital Constructs of Library Personnel in the
South Manila Educational Consortium, pp. 1 – 11
7
 Asia Pacific Journal of Advanced Education and Technology
Volume 2, Issue 4, December 2023 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com
structural social capital, with a grand mean of 4.34. This supports the findings of Douglas et al. (2013), who
discovered that social capital is a relevant interdisciplinary model for explaining why people with self-interest
engage in collective activities and preserve the social structure. They established network relationships with people
they knew to gain benefits such as information and assistance.

3.2 In terms of Relational Social Capital

Table 9
Relational Social Capital of Library Personnel
Relational Social Capital Mean Verbal Interpretation
Social relationships in our library can be characterized as close, personal 4.07 High level of social capital
interaction
Social relationships in our library are based on mutual respect 4.31 Very high level of social capital
Social relationships in our library are based on mutual trust 4.28 Very high level of social capital
Social relationships in our library can be characterized as personal 4.07 High level of social capital
friendship
We respect each other’s professional competencies 4.48 Very high level of social capital
Grand Mean 4.24 Very high level of social capital

Table 9 illustrates the respondents' relational social capital level. The data show that among the actions we
respect each other’s professional competencies obtained the highest mean of 4.48 or very high level of social
capital. While social relationships in our library can be characterized as close, personal interaction, and social
relationships in our library can be characterized as personal friendship, both of which obtained the lowest mean
of 4.07 or high level of social capital. The results indicate a very high level of relational social capital with a grand
mean of 4.24. This supports Perras and Normandin's (2019) claim that social capital exists in individuals and groups.
Individually, it comprises one's personal network, which includes constant and reliable links to close relatives and
friends, and a larger network of colleagues.

3.3. In terms of Social Capital

Table 10
Cognitive Social Capital of Library Personnel
Cognitive Social Capital Mean Verbal Interpretation
We share common professional/business values 4.25 Very high level of social capital
We interpret work-related phenomena similarly 4.02 High level of social capital
We share a common jargon 3.93 High level of social capital
We share a common vision 4.30 Very high level of social capital
We share a common understanding of doing things 4.18 High level of social capital
Grand Mean 4.14 High level of social capital

Table 10 displays the respondents' cognitive social capital level. The data show that among the actions we
share a common vision has the highest mean of 4.30 or very high level of social capital. While we interpret work-
related phenomena similarly obtained the lowest mean of 4.02 indicating high level of social capital. The results
indicate the presence of a high level of cognitive social capital, with a grand mean of 4.14. It supports
Wojciechowska's (2021) claim that social capital can be defined as intangible communal values accessible via a
network of relationships that serve as the foundation for effective communication.

Proceeding of the International Research Conference on Multidisciplinary Innovation and Best Practices in Education (IRCMIBPE)
24 – 25 October 2023, Philippine Christian University, Manila, Philippines
Dalmacio, A.E., Training and Development, Work Performance, and Social Capital Constructs of Library Personnel in the
South Manila Educational Consortium, pp. 1 – 11
8
 Asia Pacific Journal of Advanced Education and Technology
Volume 2, Issue 4, December 2023 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com
4. Proposals to improve training and development programs, enhance work performance, and foster social
capital among library personnel
The study found that training and development interventions were not widely available, prompting the idea
of creating online programs for easy access. It suggests promoting professional growth opportunities and providing
incentives to library personnel. Insufficient funding was a significant barrier, suggesting exploring external
financing options and collaborating with interested parties.
In terms of work performance, the study revealed that library personnel perform essential tasks and
contribute to the organization's social and psychological core without unproductive conduct. To maintain these
positive results, libraries should invest in programs that improve task performance, monitor, and assess personnel
regularly, provide autonomy, encourage cooperation, foster a welcoming environment, and provide clear guidelines
for their actions.
In terms of social capital, to sustain high levels of social capital, libraries should foster collaboration,
combine workers with similar interests, develop mentoring programs, allow casual talks, use knowledge
management systems, and establish communities of practice. This will create a supportive environment, increase
informal social connections, and result in a more knowledgeable workforce.

Conclusions

Based on the notable findings, the researcher drew the following conclusions:

1. The respondents needed access to all training and development interventions. Furthermore, respondents
only partially utilized all the listed available interventions due to a need for more funding, which
respondents considered a key barrier to training and development. It reinforces their response to the question
of what approach is necessary to promote training and development, in which they selected improved library
funding in general as the most effective strategy.
2. The study found that respondents exhibited positive work performance, with above-average task and
contextual performance. And they had an excellent rating for counterproductive work behavior. These
findings can be attributed to their high levels of social capital, including structural social capital, relational
social capital, and cognitive social capital, which enable high communication, strong relationships, and
knowledge comprehension.
3. The study revealed that respondents exhibited high levels of social capital, with a very high level rating
from structural and relational dimensions. However, cognitive and social capital was lower. These findings
can be associated with the influence of a few training and development interventions on social capital,
including team building and workshops/ seminars/conferences, which respondents ranked as the most
accessible and widely used interventions. These interventions may form bonds or relationships with those
involved by conversing, interacting, or working with them. This is also attributed to the fact that the
respondents refrain from engaging in actions damaging to the unit's or institution's overall success.

Recommendations

Following the outcomes of the study, the following recommendations have been proposed:

1. The library should provide diverse training options, including online courses and self-paced modules, based
on staff schedules and preferences. A thorough training needs assessment and consultation with staff,
managers, and clients can improve the quality of training programs. Regular communication and the use of

Proceeding of the International Research Conference on Multidisciplinary Innovation and Best Practices in Education (IRCMIBPE)
24 – 25 October 2023, Philippine Christian University, Manila, Philippines
Dalmacio, A.E., Training and Development, Work Performance, and Social Capital Constructs of Library Personnel in the
South Manila Educational Consortium, pp. 1 – 11
9
 Asia Pacific Journal of Advanced Education and Technology
Volume 2, Issue 4, December 2023 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com
electronic newsletters, meetings, and signage can encourage staff participation in training and development
programs.
2. The study suggests partnering with organizations to enhance professional development, potentially
extending training opportunities despite financial constraints. It also suggests cross-training programs,
allowing personnel from different divisions to perform essential tasks, and exploring off-site or external
training sites. Libraries should also improve their staff training policies to ensure equal opportunities.
3. Task prioritization based on relevance and deadlines can boost efficiency and resource usage. Volunteering
regularly by library personnel can also display proactive initiative and motivate colleagues.
4. Library staff should foster open dialogue, discriminate between disputes, and promote team bonding
through open-door policies. Social events, equal access to training, and shared knowledge can foster trust
and understanding of work-related challenges.
5. It is advised that a guide be created to improve library personnel training and development programs,
promote work performance, and foster social capital.

References

Appleton, L., (2023, July 5). Training and development for librarians: Why bother?. Elsevier Connect.
https://www.elsevier.com/connect/library-connect/training-and-development-for-librarians-why-bother

Cobblah, M.-A., & van der Walt, T. (2016). Staff training and development programmes and work
performance in the University Libraries in Ghana. Information Development, 33(4), 375–392.
https://doi.org/10.1177/0266666916665234

Dalmacio, A. E. (2023). Training and development, work performance, and social capital constructs of
library personnel in the South Manila Educational Consortium (thesis). Ashley and Bea Printing Services,
Manila.
Douglas, J. C., Horiuchi, S., Suzuki, T., & Kanazawa, Y. (2013). Introduction. In Social Capital: Theory,
Measurement and Outcomes (p. 4). essay, Nova Science Publishers, Inc.

Ibegbulam, I., & Eze, J. U. (2016a). Training needs of Paraprofessional Library staff in University
Libraries in south-east nigeria. Library Management, 37(8/9), 482–495. https://doi.org/10.1108/
lm-03-2016-0019

Iwuchukwu, C. O., & Echedom, A. U. (2020). Staff training and development programmes in academic
libraries in Imo State, Nigeria. Library and Information Perspectives and Research, 2(1), 44–59.
https://doi.org/10.47524/lipr.v2i1.4

Izah, M. (2022, March 14). Assessment of training and development of library staff in Federal University
Libraries in Nigeria. Library Leadership & Management. https://llm-ojs-
tamu.tdl.org/llm/index.php/llm/article/view/7485

Koopmans, L. (2014). Measuring Individual Work Performance. Netherlands Organisation of Applied Scientific
Research TNO. July 10, 2022, https://publications.tno.nl/publication/34609635/
BTWAre/koopmans-2014-measuring.pdf

Koopmans, L, Bernaards, Hildebrandt, Buuren, van, Beek, van der, & Vet, de. (2014). 51 improving the

Proceeding of the International Research Conference on Multidisciplinary Innovation and Best Practices in Education (IRCMIBPE)
24 – 25 October 2023, Philippine Christian University, Manila, Philippines
Dalmacio, A.E., Training and Development, Work Performance, and Social Capital Constructs of Library Personnel in the
South Manila Educational Consortium, pp. 1 – 11
10
 Asia Pacific Journal of Advanced Education and Technology
Volume 2, Issue 4, December 2023 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com
Individual Work Performance Questionnaire using Rasch analysis. Journal of Applied Measurement., 15(2),
123–149. https://doi.org/10.1136/oemed-2013-101717.51

Korb, K. A. (2013). Analyze data according to the procedures described in method of data analysis.
Conducting educational research. http://korbedpsych.com/R00Steps.html

Mahbobi, M., & Tiemann, T. K. (2015). Introductory business statistics with interactive spreadsheets.
Victoria, B.C.: BCcampus. https://opentextbc.ca/introductorybusinessstatistics/

Onwubiko, E. C. (2019). Effect of library staff attitudes on job performance: A study of the library of
Alex Ekwueme Federal University, Ebonyi State, Nigeria. Library Philosophy and Practice (e-
Journal). https://digitalcommons.unl.edu/libphilprac/2669

Ozgun, A. H., Tarim, M., Delen, D., & Zaim, S. (2022). Social Capital and organizational performance: The
mediating role of innovation activities and intellectual capital. Healthcare Analytics, 2, 1–12.
https://doi.org/10.1016/j.health.2022.100046

Nwokike, O. A., & Unegbu, V. E. (2019). Evaluating the Job Performance of Librarians in Universities in South-
East, Nigeria. Library Philosophy and Practice (e-Journal). https://digitalcommons.
unl.edu/libphilprac/2536

Perras, C. P., & Normandin, J.-M. (2019). Measuring social capital: A guide for organizations. Cité-ID
LivingLab. July 10, 2022, http://cite-id.com/documents/atelier-mesurer-le-capital-social-guide-
destin%C3%A9-aux-organisations/Measuring-social-capital_A-guide-for-organizations.pdf

South Manila Educational Consortium. (2017). A Guide to South Manila’s Consortium of schools. Manila.

Upev, M. T., & Beetseh, K. (2017). Job Satisfaction and Performance of Librarians on Benue State University
Library. International Journal of Academic Library and Information Science, 5(3), 122–127.
http://www.academicresearchjournals.org/IJALIS/Index.htm

Wilken, H. (2021, October 15). Reasons for measuring employee performance. Culture Amp.
https://www.cultureamp.com

Wojciechowska, M. D. (2021). The role of public libraries in the development of social capital in local
Communities – a theoretical study. Library Management, 42(3), 184–196. https://doi.org/10.1108/lm-10-
2020-0139

Copyrights

Copyright of this article is retained by the author/s, with first publication rights granted to
APJAET. This is an open-access article distributed under the terms and conditions of the Creative
Commons Attribution-Noncommercial 4.0 International License (http://creative
commons.org/licenses/by/4).

Proceeding of the International Research Conference on Multidisciplinary Innovation and Best Practices in Education (IRCMIBPE)
24 – 25 October 2023, Philippine Christian University, Manila, Philippines
Dalmacio, A.E., Training and Development, Work Performance, and Social Capital Constructs of Library Personnel in the
South Manila Educational Consortium, pp. 1 – 11
11