Collection Building

Training needs analysis based on mismatch between the acquired and required levels of collection
management skills of academic librarians
Asad Khan Mohamad Noorman Masrek
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 Training needs analysis based on mismatch
between the acquired and required levels of
collection management skills of
academic librarians
Asad Khan
University of Peshawar, Pakistan, and
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Mohamad Noorman Masrek

MARA University of Technology, Shah Alam, Malaysia

Abstract
Purpose – Training improves workers’ competencies by eliminating or reducing mismatch between the levels of acquired and required skills.
However, the question of who needs the training can be pertinently managed by training needs analysis (TNA). Thus, the purpose of this paper was
to explore the training needs of Pakistani university librarians on collection management skills.
Design/methodology/approach – The study was conducted on a randomly selected sample of Pakistani university librarians. Using survey
questionnaire method, a five-point Likert scale was utilized to measure the acquired and required levels of collection management skills (CMS). A
paired sample t-test was used to ascertain the significance of difference between the acquired and required skills. Further, descriptive statistics were
used to perform TNA.
Findings – Results of the paired sample t-test showed a significant difference among all indicators of CMS. Further, findings of TNA specified more
than 50 per cent of deficit (over-utilization), less than 50 per cent of surplus (under-utilization) and 20 per cent of job best-fit in terms of CMS. Based
on these results, training and top-down allocation of tasks are suggested to the higher authorities to manage over and under-utilization of CMS
and to produce more job best-fits.
Originality/value – These findings are significant to design training programs on CMS, to revise courses on collection management, to evaluate
performance of collection managers and understand the causes of under and over utilization of CMS. Moreover, findings inform librarians to
eliminate mismatch in the levels of acquired and required CMS through training programs that may further enhance job best-fits.
Keywords Collection development, Competencies, Collection management, Collection building, University librarians, Training needs analysis
Paper type Research paper

Introduction information science (LIS) researchers. Discussing the factors

In the modern age of innovations, the existence of academic
libraries is being linked with diverse digital revolutions. The
digital revolutions have affected the basic structure of libraries
and librarians’ performance (Le, 2015). The idea that library
is an essential component of the academic institutions has lost
its worth (Moropa, 2010) which has created additional
questions about librarians’ performance (Mahmood, 2003).
However, discussion on the skills of collection management
librarians has been overlooked (Le, 2015). The literature
review revealed that modern innovations have equally
impacted the collection management practices and service
delivery systems (Ameen, 2008a). Ferreira (2008) defined
collection management as one of the rudimentary functions of
librarianship that has received little attention from library and
The current issue and full text archive of this journal is available on
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influencing librarians’ collection management skills (CMS),
Tucker and Torrence (2004) indicated that the present
courses taught on collection management are not
well-matched with the existing professional demands. These
courses have coined the perception of collection management
merely a book selection activity that further triggered
professional stresses.
The poor contents of the widespread collection
management courses have created the skills mismatch issues.
Blake and Surprenant (2000) criticized the poor quality of
these courses. In Pakistani context, it has been established that
collection management librarians are not enough competent
to manage modern professional innovations (Mahmood,
2002). The current skills level of these librarians is poor
(Chapman and Lovell, 2006; Ameen, 2008a, 2008b, 2009).
On the other side, these librarians are believed to be
adequately competent to manage modern organizational and
professional challenges (Mahmood, 2012). Besides collection
management courses that has been designated as muddled

Collection Building
36/1 (2017) 20 –28 Received 1 June 2016
© Emerald Publishing Limited [ISSN 0160-4953] Revised 2 October 2016
[DOI 10.1108/CB-06-2016-0012] Accepted 11 November 2016

20
 Collection management skills
Asad Khan and Mohamad Noorman Masrek
replication of obsolete and redundant concepts from the west
(Rehman, 1994; Mahmood, 2003; Ameen, 2008a, 2009),
researchers also reported additional factors that have caused
poor levels of CMS, such as inadequate training prospects
(Mahmood, 2012), low library budget and librarians’ lack of
interest in the acquisition of needed skills (Haider, 2003).
However, Pakistani librarians have claimed limited training
opportunities and absence of collection management
competency model as the primary barriers in the acquisition of
needed CMS (Ullah et al., 2010). Additionally, Okemwa
(2000) explained that merely university degree for librarians is
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not enough for optimal performance. Librarians need training
to enhance the acquired skills level.
The librarians’ poor level of CMS has become a potential
challenge for organizational authorities (Mahmood, 2002,
2003; Ramzan, 2004; Ameen, 2008a). Inadequately trained
librarians have transformed libraries into self-motivating
entities, which are further impacted by monetary constraints,
librarians’ limited knowledge about significant implications of
digital revolutions, absence of the standards performance
evaluation, traditional professional attitudes, poor
communication skills and lack of motivation toward optimal
performance. Similarly, the low level of CMS was further
exacerbated by the digital divide. Although, Pakistani
researchers have theorized that after the establishment of
Higher Education Commission of Pakistan in 2002, university
libraries have improved (Mahmood, 2003; Ramzan, 2004),
but, in reality, only libraries have improved structurally and
not in terms of librarians’ skills. These librarians have declined
in terms of competencies, performance, organizational
attitude, service orientation, collection management, access to
library resources, professional relationships and strategic
management. As a response, librarians are attributing the
advent of technological innovations as the principal
justification of the failure of academic librarianship (Moropa,
2010). In the true sense, these librarians are lacking the
needed skills to defy competitors in the business of
information.
Despite the fact that CMS are significant, unfortunately, the
current levels of CMS of Pakistani librarians are mismatching
with modern job descriptions. Further, training opportunities
on CMS are also limited. Thus, objectives of the intended
study are to determine the significance of difference between
the acquired and required levels of CMS; to identify the deficit
level (over-utilization) in terms of CMS; to explore the surplus
level (underutilization) under CMS; to discover the
person-job fit levels; and, finally, to assess the training needs
on CMS.
Review of the literature
While several researchers have addressed the issues of skill
mismatch, research on librarians’ CMS is still limited. Despite
the fact that researchers recognize the significant implications
of competencies and training, there is still lack of interest in
the study of these constructs (Branin, 2012). However, the
intended study reviewed the accessible and relevant research
studies that augmented our knowledge of acquired and
required levels of librarians’ CMS and have been discussed in
the following sections.
21
Collection Building
Volume 36 · Number 1 · 2017 · 20 –28
Professional skills of Pakistani librarians
In terms of Pakistan, numerous factors are believed to be
responsible for the current deprived status of librarians’ skills
(Haider, 2003). However, mostly researchers have postulated
librarians’ lack of motivation toward the acquisition of needed
skills as a foremost reason (Ramzan, 2004; Ullah et al., 2010;
Mahmood, 2012). Furthermore, these librarians are not
willing to participate in the professional development
programs (Ramzan, 2004). The earlier researchers, such as
Mahmood (2003), pleaded librarians to acquire the
up-to-date CMS (Ameen, 2008b). Further, Ullah et al. (2010)
elaborated that Pakistani librarians are reluctant to take
initiatives for skills development. These librarians are looking
to external support in the acquisition of CMS. As a result,
such attitude has forced librarians toward reliance on obsolete
skills. This dependency on traditional skills is threatening the
continued professional existence of librarianship and
librarians’ professional and scholarly growth (Moropa, 2010).
Besides these, the desired levels of required CMS are also
arguable (Hollenbeck et al., 2006). Different researchers have
proposed diverse levels of needed skills. However, in the
context of present study the significant skills, suggested by
prior researchers are emotional intelligence (Goleman, 1998),
CMS (Ameen, 2008a, 2008b, 2009; Mahmood, 2003, 2012),
strategic skills, professional relationship, communication and
problem solving (Jordan, 2011). Moreover, researchers such
as Bhatti et al. (2012), Hui et al. (2013), Negussie and
Demissie (2013) and Javed et al. (2014) also reported
significant effects of skills level on librarians’ performance and,
therefore, recommended training for skills’ enhancement. In
Pakistan, researchers affirmed that the present level of CMS of
librarians is poor (Ameen, 2008a, 2008b) and advised training
(Ameen, 2006; Mahmood, 2012). Bhatti and Nadeem (2014)
also suggested training on several skills, such as
communication, collection development and leadership.
Likewise, Khan et al. (2014, 2015) and Khan and Ullah
(2015) also asserted that the current level of professional skills
including CMS of Pakistani university librarians is moderate
and need training.
From the preceding discussions, it is deduced that although
enhanced level of professional skills is significant and has link
with workers’ organizational behaviors, still the current level of
CMS of Pakistani academic librarians is poor. Additionally, it
is inferred that limited training opportunities are available for
these librarians because of the absence of training needs
analysis (TNA). As a response, the intended study was carried
out to analyze the training needs on CMS of Pakistani
academic librarians.
Collection management skills
CMS are vital for academic libraries to serve information
needs suitably. One of the primary objectives of academic
libraries is to offer information and knowledge resources in the
support of teaching, research and learning programs. Thus,
compatibility of the current CMS with users’ information
demands should be the first law of librarianship. According to
Katz (1994), core contents of LIS courses should address all
questions about CMS. In this regard, Ferreira (2008)
recommended numerous skills for collection managers, such
as time management, subject knowledge, collection
 Collection management skills
Asad Khan and Mohamad Noorman Masrek
development and acquisition. The findings suggested
continuing education and training for collection managers to
acquire the needed skills.
The term collection is a set of criteria for selecting
sources and resources of information (Roberts, 2013).
However, collection management, also called collection
building, refers to activities related to collection
development, access, acquisition and maintenance,
technical processing, monitoring and motivating library
collection usage (Feather and Sturges, 2003). The FLICC
(2011) competency model operationally defined CMS as
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skills related to collection access, control, development,
preservation and conservation, sharing and management.
Evans and Saponaro (2005) defined collection management
as the process of understanding the significance of library
collection in terms of users’ needs. According to Ameen
(2006), from 1990s, the term collection management is
being used instead of collection development, which is
broader in scope. Regarding the collection development in
Pakistan, Ameen (2006) reported that research is limited on
CMS and further emphasized TNA. In another study,
Ameen (2008a) indicated that the current collection
management cycle in Pakistani university libraries is
incomplete and suggested advance research.
The prior researchers also specified that collection
management practices in Pakistan are not contemporary
(Mahmood, 2003). Thus, there is need to evaluate the
librarians’ degree of awareness of up-to-date collection
management activities. Additionally, literature is limited on
the issues related with CMS of university librarians.
According to Ameen (2008a), Pakistani university
librarians are dissatisfied with the acquired level of CMS.
These librarians are dependent on traditional and obsolete
practices of librarianship and are not enough competent to
perform efficiently. Besides these, effective librarianship is
related with the suitability of library collection in terms of
users’ needs (Shaheen et al., 2001). Also, CMS deficits
affect librarians’ performance and possibly prompt to job
dissatisfaction (Ameen, 2009). Further, Nonthacumjane
(2011) elaborated that library staff must be skillful in the
management of both print and electronic resources. To
address such issues, competency models have suggested
different CMS. For example, in Malaysian context,
Rehman et al. (1997) outlined ten innovative CMS.
Keeping in view the nature of education and training for
skills development, Downie (1999) suggested numerous
CMS. Rehman (2006) also provided a comprehensive list of
required CMS for academic librarians. The findings further
established mismatch between the current and needed
levels of CMS. Similarly, Canadian Association of Research
Librarians (CARL) (2010) also emphasized the acquisition
of CMS. In Pakistan, Mahmood (2002) evaluated the
current professional skills of academic librarians and
demanded enhancement of these CMS. The results further
explained that the current LIS curriculum is not fulfilling
with the modern demands of librarians’ job market.
According to Ameen (2009), the current level of CMS of
Pakistani university librarians is confusing and hard to
postulate that whether or not these professionals are
satisfied with their acquired level of CMS. The findings
22
Collection Building
Volume 36 · Number 1 · 2017 · 20 –28
further suggested advance research on assessment of the
current level of CMS of these librarians.
The effects of skill mismatches
The level of acquired skills are typically different from the
desired level (Domadenik et al., 2013). According to
Nordin et al. (2008), over and underutilization of skills and
qualification influence performance. Likewise, Aracil and
Velden (2008) affirmed that skill disparity negatively
contributes toward organizational behaviors and is
predictor of job dissatisfaction. Additionally, Kucel and
Molina (2012) stated that over-utilization negatively affect
workers’ behaviors and cognitive abilities which may be
manifested as low job satisfaction. DeGrip et al. (2007)
further revealed that mismatch between qualification and
job position affects cognitive abilities. Additionally, Aracil
and Velden (2008) posited that surplus and deficit in skills
have negative association with satisfaction. Their study
further emphasized exact matching between the acquired
and required level of skills that perhaps stimulate workers
toward the attainment of organizational objectives and
effective performance. To manage skills mismatch,
researchers, for example, Ramzan (2004) and Ullah et al.
(2010) recommended training based on needs analysis that
confirm optimal performance, job satisfaction and
occupational commitment.
Training needs analysis
Training is defined as the efforts providing workers with the
knowledge, skills and attitudes to achieve optimal
performance. It explains organizational objectives,
improves job matching and enhances workers’ confidence,
morale, decision-making and problem-solving skills.
Training is utilized to develop competencies (Okemwa,
2000), diminish skills deficiencies (Goldstein, 2002), assists
to attain innovative skills and improves job contents,
employability and professional growth (Ford and Kraiger,
1995). Hence, higher the need of skills, more will be the
training demands. Because training brings equilibrium
between the acquired and required levels of skills, thus, it is
employers’ responsibility to provide training opportunities
for workers (Swanson, 1995). TNA is required to recognize
the what, where, how and when of any training activities.
According to Nazli et al. (2014), the success and failure of
training is dependent on the identification of right workers
for a training program. Thus, TNA ensures a right worker
participation in training programs. Anderson (2000)
describes TNA as a primary step that explains when and
what kind of training should be given to workers. Mirza and
Riaz (2012) stated that TNA defines the difference in level
of skills and its degree of utilization to achieve occupational
objectives. Furthermore, Brown (2002) indicated that TNA
minimizes cost on training, circumvents skills repetition
and triviality of training contents. According to Goldstein
(2002), TNA should be performed before organizing
training programs. Additionally, Horng and Lin (2013)
elaborated that organizations with limited financial
resources should develop TNA. Miller and Osinski (1996)
provided three levels of TNA:
 Collection management skills
Asad Khan and Mohamad Noorman Masrek
1 Organizational analysis: This defines areas where training
based on organizational objectives, number of workers,
performance evaluation reports and environmental
scanning.
2 Task analysis: This provides information on job contents
and required skills provided in the job descriptions,
competency models, performance evaluation standards
and job structure.
3 Individual analysis: This assesses training needs according
to workers’ performance, attitude and observations.
Because Pakistan is a developing country where university
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libraries are suffering from financial constraints, thus, TNA on
CMS will be significant. It may reduce limited training
opportunities, identify librarians for the right training
programs, save costs and may demonstrate levels of deficit,
surplus and person job-fit.
The study model and hypotheses development
As shown in Figure 1, the conceptual framework of the
intended study is composed of six innovative CMS, namely,
collection access and control, collection acquisition, collection
development, resource protection and preservation, resource
sharing and rights management, adapted from the FLICC
(2011) competency model and other related literature. The
study model first examined the significance of difference
between the acquired and required levels of CMS of Pakistani
academic librarians; second, explored over-utilization (deficit),
under-utilization (surplus) and job best-fit; and third,
evaluated training needs. Thus, in the context of Pakistani
academic librarians, the following six hypothetical
relationships were formulated:
H1. There is a statistically significant difference in the
acquired and required levels of access and control skills
as indicator of collection management skills.
H2. There is a statistically significant difference in the
acquired and required levels of collection acquisition
skills as indicator of collection management skills.
H3. There is a statistically significant difference in the
acquired and required levels of collection development
skills as indicator of collection management skills.
H4. There is a statistically significant difference in the
acquired and required levels of resource protection and
Figure 1 Research model of the study
23
Collection Building
Volume 36 · Number 1 · 2017 · 20 –28
preservation skills as indicator of collection
management skills.
H5. There is a statistically significant difference in the
acquired and required levels of resource sharing skills as
indicator of collection management skills.
H6. There is a statistically significant difference in the
acquired and required levels of rights management
skills as indicator of collection management skills.
Research methodology
The study was conducted on a randomly selected sample of
Pakistani university librarians, whereas sample size was
validated through Bartlett et al. (2001) sample size tables. The
random sampling method is helpful in terms of
representativeness and broad generalization of findings. The
scale items were adapted from the FLICC model of
competencies (FLICC, 2011) and Masrek et al. (2012) scale
of skills. Further, data were collected through survey
questionnaires comprising a five-point Likert scale anchored
as: for acquired skills – very low in skills (1) to very high in
skills (5) – and for required skills – not required at all (1) to
highly required (5). In addition, paired sample t-test was used
to examine the significance of difference between the acquired
and required levels of CMS. For TNA, descriptive statistics
were used. For scale reliability, Cronbach’s ␣ values were
calculated and were found between 0.842 and 0.774. In
addition, for scale validity, the instrument was pre-tested and
pilot-tested, and, furthermore, factor analysis was performed.
The questionnaire method was inexpensive, as we collected
data from respondents where literacy rate was high (Cresswell,
2009). The use of rating scale was also a simple method that
quantify people’s behaviors and attitudes. Survey
questionnaire method is relatively easy to collect data from a
large population and decrease researcher biasness because of
similar asked from all participants (Kumar et al., 2013). In
addition, the rate of participation is also high as many
respondents know how to fill the surveys and, thus, feel
comfortable. Regarding data analysis, the questions used in
rating scale are easy to process and interpret (Bryma et al.,
2012).
Demographics
Out of 275 distributed surveys, only 245 questionnaires were
returned and were found suitable for further analyses. The
response rate was calculated as 89 per cent. Based on gender
profile, 152 (62 per cent) male and 93 (38 per cent) female
university librarians participated in the study. According to
age characteristics, 70 (28.6 per cent) respondents were
between 21 and 29 years, 106 (43.3) were between 30 and 39
years, 55 (22.4) were between 40 and 49 years and 44 (5.7 per
cent) respondents were more than 49 years. In terms of
qualification, 233 (95.1 per cent) respondents were master
degree holders, 11 (4.5 per cent) had MPhil and 1 (0.4 per
cent) respondent had PhD degree in LIS. In addition, the type
of library showed that 190 (77.6 per cent) respondents are
serving in public university libraries, whereas 55 (22.4 per
cent) are affiliated with libraries in the private sector
universities of Pakistan.
 Collection management skills Collection Building
Asad Khan and Mohamad Noorman Masrek Volume 36 · Number 1 · 2017 · 20 –28

Results Prior to that, the significance of difference between the

acquired and required levels of CMS was tested and found
As shown in Table I, the mean difference between the
significant. The overall findings showed that more than 50
acquired and required levels of all indicators of CMS is
per cent of the Pakistani university librarians need training
significant at 0.05 level, and, hence, all hypothetical
on CMS, whereas less than half of the librarians do not
relationships (H1-H6) are supported. Additionally, findings
need training on CMS. The results probably explain that
showed high difference between the acquired and required
Pakistani librarians recognize the professional implications
levels of collection access and control skills (M ⫽ 0.692),
of CMS and believe that mismatch between the acquired
whereas smallest was observed in case of collection
and required levels of CMS possibly affect their
development skills (M ⫽ 0.392). Furthermore, training needs
organizational behaviors such as satisfaction, commitment
of Pakistani academic librarians on all six indicators of CMS
and performance. The prior researchers such as Aracil and
were assessed. The results of TNA, as shown in Figure 2 and
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Velden (2008) also affirmed that skills mismatch affects

3, indicated that 71 per cent (n ⫽ 174) of librarians
workers’ satisfaction, commitment and performance.
demonstrated deficiency in the acquired level of collection
Because findings revealed more than 50 per cent of deficit
access and control skills and therefore need training. However,
in CMS, thus, the librarians may be suffering from skills
surplus and job best-fit under this category is 18 per cent (n ⫽
over-utilization. It is further supposed that skills
44) and 12 per cent (n ⫽ 72), respectively. In terms of
over-utilization (deficit) is one of the potential factors that
collection acquisitions skills, the surplus is 5 per cent (n ⫽ 12),
predicts job dissatisfaction and low performance among
and job best-fit is 8 per cent (n ⫽ 48). However, the deficit is
librarians. For example, Nordin et al. (2008) posited that
66 per cent (n ⫽ 162), indicating that training is required.
skills deficiency or over-utilization affects workers’
Regarding the collection development skills, 75 per cent (n ⫽
satisfaction and performance. Likewise, Kucel and Molina
184) respondents reported over-utilization, whereas 23 per
(2012) theorized that skills’ over-utilization has negative
cent (n ⫽ 56) indicated under-utilization. However, only 2 per
effects on employees’ organizational behaviors and motivate
cent (n ⫽ 10) of Pakistani university librarians revealed exact
them toward job dissatisfaction. However, Isen et al. (1987)
matching in the acquired and required level of such skills. In
explained that positive effects augment workers’
case of resource protection and preservation skills, the results
performance and enhance creativity decision-making.
determined 24 per cent (n ⫽ 59) of surplus, 60 per cent (n ⫽
Aracil and Velden (2008) also asserted that skills deficit
147) of deficit and 16 per cent (n ⫽ 39) of job best-fit. These
negatively influence workers’ satisfaction and performance.
findings denote that majority of Pakistani university librarians
A comparative study of the findings with the past
are deficient in resource protection and preservation skills,
researchers accentuate that deficiency in CMS motivates
and, therefore, training is required. In terms of resource
low job satisfaction, commitment and performance, and,
sharing skills, 27 per cent (n ⫽ 66) of the respondents
therefore, training is the best option to manage skills
indicated surplus. However, under this category more than
mismatch. Thus, based on findings of TNA, training is
half of respondents indicated deficit (n ⫽ 167, 68 per cent),
suggested under each dimension of CMS for the university
and only 5 per cent (n ⫽ 30) affirmed that their resource
librarians of Pakistan.
sharing skills are exactly matched with their job demands.
Contrary to the above discussion on results, it is deduced
Likewise, 189 (77 per cent) respondents reported deficit in the
that job best-fit or exact matching between CMS and job
level of risk management skills and require training. However,
demands probably ensure job satisfaction, commitment and
mostly librarians revealed no need of training for such skills
effective performance. The results may also be linked with
probably due to surplus (n ⫽ 54, 22 per cent) and/or
other factors from the prior findings. For instance, DeGrip
person-job fit (n ⫽ 2, 0.8 per cent).
et al. (2007) explained that skills’ mismatch decreases
workers’ cognitive abilities. Hence, based on TNA results,
Discussion it is mandatory for higher authorities to manage CMS
The intended study aimed to measure the training needs on deficits through trainings or other professional development
CMS of Pakistani university librarians. For this purpose, programs. Otherwise skills’ insufficiency, mismatching or
levels of deficit, surplus and person job-fit were explored. over-utilization in the context of the present study may

Table I Results of the paired samples test

Paired Differences
95% confidence
interval of the
SD difference
Constructs Mean SD Mean L U t df Significance
Collection access and control 0.692 2.032 0.129 0.436 0.948 5.332 244 0.003
Collection acquisitions 0.484 2.211 0.120 0.249 0.723 4.037 244 0.000
Collection development 0.392 1.934 0.111 0.369 0.641 3.108 244 0.000
Resource protection and preservation 0.501 1.789 0.131 0.411 0.820 2.141 244 0.001
Resource sharing 0.553 1.829 0.116 0.301 0.755 1.314 244 0.020
Rights management 0.467 2.564 0.129 0.399 0.801 3.109 244 0.000

24
 Collection management skills
Asad Khan and Mohamad Noorman Masrek
Figure 2 Analysis of training needs on CMS
120 12 2 16
100 8 22
23
18
80
5 24
60
40 71 75
66 60
20
0
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Figure 3 Scatter plot of analysis of training needs on CMS
90
80
Acquired levels of CMS
70
60
50
40
30
20
10
0 attainment of organizational objectives.
0 2 4 6
Required levels of CMS
weaken numerous capabilities of librarians, such as
creativity, decision-making skills, problem solving skills,
team working, optimism and adaptability. Further, results
probably explain that deficits in CMS may be one of the
potential causes of absence of remote access to library
collection and absence of resource sharing system in
Pakistani academic libraries. Discussing the current status
of collection management skills of Pakistani university
librarians, Ameen (2008b, 2009) stated that resource
sharing is extremely needed, but the librarians’ lack of
required CMS forced them to work independently.
Similarly, Khan (1991) and Khalid (1997) also indicated
that resource sharing among Pakistani university libraries is
absent because of lack of needed skills. Further, Jaswal
(2005) emphasized that Pakistani librarians must acquire
skills in resource sharing essential for professional survival.
In addition, Attaullah (1992) specified that Pakistan is a
poor country and its libraries are suffering from financial
constraints. In such a scenario, training on library
cooperation, such as resource sharing is mandatory to serve
users in their information needs.
Because results showed less than 50 per cent of surplus in
CMS, thus, these librarians are possibly facing skills
under-utilization. It is assumed that under-utilization
(surplus) may lead these librarians to job dissatisfaction and
ineffective performance. It is even established by the past
researchers such as Aracil and Velden (2008) that skills
surplus stimulates poor performance and negatively affect
worker’ attitudes toward job and organization. Hence, the
present results are justified as that librarians with high level
of CMS performing on lower positions have little
opportunities to utilize their skills. Mahmood (2003)
further suggested TNA because the current CMS of
Collection Building
Volume 36 · Number 1 · 2017 · 20 –28
Pakistani librarians are neither matched with their job
descriptions nor pertinently utilized and, as a result,
5 0.8 influence their job performance and satisfaction. Thus, to
manage the skills mismatch, the results of TNA suggest the
27
authorities that training opportunities should be provided
on all dimensions of CMS for Pakistani librarians. These
68 77
training programs may encourage optimistic organizational
behaviors and optimal performance.
Similarly, to manage surplus identified through TNA
under each dimension of CMS, assessment of librarians’ job
Deficit descriptions is recommended that may further enhance the
Surplus levels of job best-fits. To achieve this objective, the results
Job best-fit of TNA suggest a top-down allocation of the tasks. It
implies that assign complex tasks to highly skillful
librarians, whereas simple should be given to those who
have low level of CMS.
In anticipation, results of TNA further assume that
Deficit
training on CMS may enable librarians to cover skills
Surplus mismatch, stabilize professional interactions, motivates
Job best-fit co-workers toward adoption of innovative skills, manage job
related stresses and improve organizational behaviors. It
may also produce optimistic, satisfied and committed
collection managers and most likely can assist in the
8
Conclusion
Collection management is regarded as the backbone of
academic librarianship. Thus, acquisition of required or
enhancement of the acquired CMS for academic librarians
is mandatory to ensure the accomplishment of professional
and organizational objectives. In this regards, TNA was
essential to identify right indicators for training on CMS.
The TNA provided the levels of deficit, surplus and job
best-fit. Based on TNA findings it is concluded that training
should be provided on multiple indicators of CMS. The
findings further showed that acquired level of CMS is not
matching with its required level. Thus, training on CMS
and re-evaluation of the current tasks distribution are
strongly recommended to produce more job best-fits. The
study findings are furthermore significant for other
organizations to manage skills deficit and surplus to reduce
organizational cost on training programs to recognize right
collection managers for training programs.
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About the authors
Asad Khan is an Assistant Professor at the Department of
Library & Information Science, University of Peshawar,
Pakistan. He holds an MLS from Pakistan, MS in
Information from University of Toronto Canada and PhD
 Collection management skills
Asad Khan and Mohamad Noorman Masrek
in Information Management from UiTM, Malaysia. His
research interest areas include competencies, job
performance, technical services, library advocacy, reference
and advisory services, information system and design,
collection management, etc. He has published articles in
numerous national and international research journals. He
has also presented papers in several national and
international conferences. Asad Khan is the corresponding
author and can be contacted at: asadap@upesh.edu.pk
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Collection Building
Volume 36 · Number 1 · 2017 · 20 –28
Mohamad Noorman Masrek is an Associate Professor at
the Faculty of Information Management, Universiti
Teknologi MARA. He has a PhD degree in Information
Technology from International Islamic University,
Malaysia. His research interest includes information
management and information systems. He has published
more than 100 papers in national and internal journals. He
has presented in numerous international and national
conference.