history of training and sdevelopment

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A History of Training and Staff Development

Training has always been an essential part of human life, particularly in the

working environment. Workers perform better if they are trained in the skills necessary

for their jobs, and managers are better leaders if they are knowledgable about developing

happy, productive staff.

The concept of training predates history. One of the earliest types of training was

on the job training (OJT), which is still in wide use today. OJT involves learning the

skills necessary for a job on the job site, under the supervision of a skilled worker. The

experienced worker teaches the inexperienced how to perform tasks. This type of

training is very useful and extremely cost-effective, as it requires no organized lessons,

workshops, or programs off the job site.

Training through the use of conceptual case studies began in China in 5th

century

BC. Taoists and Confusionists presented parables to their students and asked them to

contemplate possible solutions to them. The case study is in wide use today, mostly in

professional schools. It is an effective tool to encourage learners to think philosophically

about difficult and problematic situations without having to experience them first-hand.

As time went on, modern theories of psychology, training, and staff development

were applied to training methods in order to keep staff skilled, knowledgable, and

motivated. Abraham Maslow and Frederick Herzberg developed separate but related

motivational theories that are often used when developing staff training programs. Their

theories are concerned with motivational factors related to career and personal growth.

Base needs like food, shelter, and safety (Maslow), and working conditions, job security,

and job status (Herzberg) must be satisfied before a person can be motivated to higher


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goals like professional status, job challenge, and general self-actualization. These

theories stimulated managers to create work environments that can easily fulfil base

needs in order that staff might be more easily motivated to learn higher skills and move

up the ranks of the organization. According to the theories, a worker who has all his base

needs taken care of is more likely to feel an urge to find himself or self-actualize, which

in turn is likely to propel the organization forward. This type of growth requires a range

of training and development techniques, some of which will be discussed in the following

sections.

Types of Training

There are a number of formats training and development can take, some being

more effective than others in particular situations. Coaching orMentoring is similar to

OJT, in that it involves an individual who is knowledgable and skilled teaching one who

is relatively unskilled. Coaching can sometimes take place between two colleagues who

are at a similar level of skill, but who could not complete a task with the same efficacy on

their own. Both colleagues ideally finish having learned something valuable from the

experience. This type of training is most common at the entry level, where a staff

member is new to the organization and needs an experienced employee to show them the

ropes. The latter will stay with the new employee at their station, guide them through

basic operations, answer their questions, encourage them to practice what they have

learned, and evaluate their progress. At a higher level, coaching can resemble something

like a counselor/client relationship. A manager may act as counselor to one of her line

managers, who approaches her with a problem. She suggests ways the line manager can


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solve the problem by improving his own performance, and offers her own assistance, as

well as suggesting additional training for him. Coaching, like OJT, is generally cost-

effective and practical. Since it is usually one-on-one, employees have the benefit of

asking numerous questions, slowing down or speeding up the pace of instruction, and

developing a relationship with their coach. It is fairly time consuming, but since both

staff members are in-house as opposed to out training at a seminar or workshop, they are

available to complete tasks and get their work done, thereby minimizing costs or loss of

profit.

Group training can be essential to an organization. Peter Senge popularized the

notion of organization as organism, and made it clear that groups, as well as

individuals, could acquire improved functioning though training and development.

Group meetings allow employees to interact with each other, explore possible solutions

to problems, and build a team atmosphere in the workplace. In addition, in involves

subordinates in the decision making processes of the management, which in turn can

improve overall functioning of the organization.

Job Shadowing can be a valuable training experience. Based on the concepts of

observational learning, job shadowing usually involves a lower ranking employee

anticipating a promotion to follow around a senior employee for a designated period of

time. This allows the shadower to observe what is required of the senior position, how

the current senior employee deals with everyday problems, and to ask questions

throughout this time. Job shadowing can also happen when a student in a specific

program shadows an employee. For instance, a student studying library science and


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intending to become a reference librarian may be allowed to shadow a librarian as part of

her program.

Conferences and lectures are important to keep staff up to date and informed

about new ideas and technologies related to their field. Not only will they hear experts

speak on the latest issues, but they will also meet colleagues from other organizations and

form connections and networks that may help them grow in their field. This networking

promotes the exchange of information and supports growth of both individual employees

and the organization as a whole.

Formal education such as diploma and degree programs can prepare staff

members for possible promotion opportunities. If an employee began working for a

company from the bottom ranks, he can take night courses, distance education courses, or

online courses to gradually complete a certificate, diploma, or degree that may be

necessary before he can move any further up the organizational hierarchy.

Courses or workshops that do not lead towards a diploma or degree are a practical

way to increase staff skills and knowledge. These can be in-house or external, and can be

designed with particular training needs in mind. Externally based courses are often

general in nature in order that the training institute or organization will have enough

participants enrolled to make a profit or at least break even.1 For this reason, in-house

courses may be a better route to take if an organization has the resources for it. Managers

can develop courses that are needs-specific; for instance, an online reference service

company can have courses focusing specifically on e-chat programs, customer service

skills on the internet, and internet search skills. External training courses are useful if an

organization does not have the resources to create courses in-house. There may not be

1Bruce E. Massis. The Practical Library Manager. New York: Haworth, 2003.


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anyone present in-house with the skills or knowledge necessary to teach on certain topics.

In addition, the fact that an external trainer is detached from the trainees organization

makes it easier to deal with difficult issues or company drama.2

Presently, online courses

are an increasingly attractive option for staff training. Programs like Web CT allow

trainees to access course material according to their own schedule, and trainers do not

have to be present in person during the teaching process.

There are still other forms of training not mentioned above: videos, guided

readings, and tours to similar or affiliated organizations. What makes one type of

training more effective than another is how appropriate it is to the situation at hand. Each

manager must decide whether to encourage registration in external courses to save time

and money, to ask an internal staff member to devote some time to developing a course

and teaching it, or to sign up for internet-based courses. Each has its perks and

drawbacks, so a manager must assess the companys mandate and priorities, and then

choose wisely.

Training Needs Assessment

Before a comprehensive training program can be developed, an organizations

training needs must be identified. A training needs assessment can be a lengthy and

involved process depending on the size and complexity of an organization. For the

purposes of this discussion, let us assume the organization is fairly small. There are

several reasons to perform a training needs assessment:

When new business opportunities arise

2June Whetherly. Management of Training and Staff Development. London: Library Association

Publishing, 1994.


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When a new system or technology must be implemented

When existing training programs must be revised or updated

When new job responsibilities must be assumed by people

When jobs must be upgraded

When organizations undergo downsizing

When organizations experience rapid growth3

The first step in conducting a training needs assessment is to gather data. This can

happen in a number of ways; for instance through interviews with managers and

employees, or through written questionnaires (see Appendix A for an example of a

questionnaire). It is essential that as many people as possible are consulted during this

part of the process in order to gather information from different levels of the

organization. A managerial perspective is likely to be different from the perspective of a

lower ranking employee, but both are equally important. It is also important to gather

data from clients, as they are in the best position to critique customer services.

Once the data has been gathered, it needs to be reviewed and analyzed. This step

consists of a limited number of people (usually 1-3) working through the recorded

interviews and completed questionnaires to find discrepancies, patterns, and frequency of

responses. Once the bulk of analyzed information has been compiled, it will be easier to

ascertain where and what type of changes need to occur. For instance, if five out of eight

staff members mentioned there being a lack of consistency in the production of

spreadsheets, then a standard needs to be set and a workshop or group meeting formed in

order to create consistent results in the future.

3Kavita Gupta. A Practical Guide to Needs Assessment. San Francisco: Jossey-Bass/Pfeiffer, 1999.


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When this stage is completed, a report should be prepared detailing the entire

process and its results. It should be noted that there are three distinct types of needs

assessments to consider conducting: organizational, job or occupational training, and

individual training.4

An organizational needs assessment entails an analysis of the

services and production of an entire organization, and whether the staff as a whole is

adequately trained for the purposes of the organization. Job or occupational training

needs assessment involves analyzing each position and what skills and knowledge are

required for them, in order to ascertain what type of training is necessary to bring staff

members up to speed. Individual training needs assessment happens when an individual

is performing inadequately for her position, and subsequently needs some training to

develop her skills.

A training needs assessment is an essential step in developing a training program.

Without this systematic approach to finding the specific training needs for an

organization, a training program may end up being too general and subsequently

ineffective in carrying out the organizations goals and mandate. Courses developed as a

result of the assessment should have general expected outcomes clearly stated as

objectives of the course. For example, a course for reference librarians having a

designated need for customer service training might have the objective of teaching

librarians how to successfully deal with patrons at the reference desk, including problem

patrons.

4June Whetherly. Management of Training and Staff Development. London: Library Association

Publishing, 1994.


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Orientation Versus Ongoing Training

In a broad sense, there are actually only two types of training: orientation and

ongoing. Most of what has been discussed to this point falls under the category of

ongoing training, so here I will explore the different aspects of orientation.

Orientation is the process of familiarizing a new employee to his work

environment. It is important to consider some elements of learning theory when

developing an orientation program. Because this period of a staff members employment

is a stressful, information-packed time, he will be absorbing an enormous amount of facts

and figures, and will likely have a hard time making sense of it all at first. People

generally do not absorb large quantities of new information very efficiently during a short

period of time. For this reason, many organizations break up the orientation period into

manageable chunks.

The orientation program must have the outcome of making the new employee feel

welcome, comfortable, and prepared to begin learning the ropes of his job. A thorough

introduction to the organization and its policies, mandate, goals, services, history,

programs, and philosophies is essential in the first few days of orientation. After or

during this introduction, the employee should be aquainted with the physical layout of the

building(s) and his co-workers.5

The last and longest part of orientation is the process of

learning job duties and responsibilities. This period lapses into the realm of ongoing

training, because as soon as the new staff member has learned her basic duties, she must

continue to build on them in order to keep up with technologies and not become obsolete.

5Cheryl Beeler. Roll out the Welcome Wagon: Structuring New Employee Orientations. Public

Management76 (August 1994).


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Training Program Evaluation

Evaluation for a training program must be considered before, during, and after the

training takes place, although the bulk of an evaluation happens afterwards. This can be

in the form of questionnaires and interviewssimilar to the process of needs

assessment.6 Participants may be asked how well a courses content reflected the stated

objectives, and whether or not the participants actually learned anything they could apply

to their jobs. Weeks or months after the training, managers may be consulted about how

well employees are applying the skills they should have learned in the course. More

often than not, skills taught during training sessions are not transferred to the workplace.7

This is a problem that can be countered by constant evaluation and needs assessment. If

employees are taught skills that are necessary and valuable in the workplace, they are

more likely to transfer them successfully.

6See Appendix B for an example of an evaluation questionnaire.

7Deborah Carver. How People Apply What They Learn: Transfer of Training. Staff Development: A

Practical Guide. Chicago: ALA, 2001.


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CopyCatCopyCatCopyCatCopyCat

Creative Copyright Consultants

Training and Staff Development Program


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CopyCat Creative Copyright Consultants

Because CopyCat is a relatively small reference service company, we have no

Human Resources Division and our training and staff development program is managed

by the director of the company. Through her hard work, research, and experience, she

has developed a flexible program that suits the needs of our dynamic copyright reference

service and its individual staff members.

Types of Training Offered at CopyCat

Each full time, permanent staff member at CopyCat receives five days of paid

training leave per year as the bulk of their ongoing training. Some of these days must be

used to take internal or external courses related to new computer programs and

databases.8

It is essential that our staff, particularly the reference librarians, be fully

adept at using the technologies we have at our disposal, for reasons that will be discussed

in the training needs assessment section below. Some of the training leave days may be

used for personal development courses9 or courses relating to programs not frequently

used at CopyCat. All registration in courses during the paid leave days must be approved

by the director. Since our company is so small, we rarely have internally-based courses.

If an employee wishes to learn something another staff member is knowledgable about,

the training usually takes on the form of a coaching session.

Job shadowing happens regularly at CopyCat, usually in combination with

coaching. We have four fresh interns on a yearly basis who need to learn how things are

done, so we encourage them to shadow a reference librarian or the director, depending on

8See Appendix C for a list of technology courses that have been offered externally in the past.

9See Appendix D for a list of personal development courses taken by staff in previous years.


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what their duties are. The librarian or director ends up coaching the intern while the

shadowing is taking place.

Formal education usually occurs before a person begins their employment at

CopyCat, with the exception of the interns, who are in a formal program during their

employment. Reference librarians have completed an M.L.I.S. from an ALA accredited

institution, and other staff have degrees relevant to their duties. During our ten years of

operation, no one has attempted to upgrade their formal education in order to change

positions or move up in the company. If this happens at some point in the future, it will

be supported as long as the program is not interfering with everyday duties.

All of our staff, including interns, are strongly encouraged to attend at least one

conference per year. Conferences attended in the past have had topics ranging from

international copyright issues to Canadian information services. Law firm information

sessions are also important sources of legal copyright information. We encourage

attendance to these conferences by organizing fun weekend trips for the whole company

to the city where the conference is taking place.

Training Needs Assessment

A needs assessment for training was conducted at four points in the companys

ten year history: once at the conception and development phase, once in January 1998

when we decided to begin taking on interns, once in February 2000, and once in April

2003 for purposes of training program revision. A needs assessment for another revision

will take place in October 2005. What we found during our four assessments was that

there is a great need for ongoing training as it pertains to new technologies such as


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databases and computer software. These technologies are changing so rapidly that is

impossible to keep on top of them unless we have access to external courses. In April

2003, we tried to implement an online course for e-reference software to reduce our need

to go off site for training, but this did not work well. 75% of our librarians responded

negatively to the online course, and preferred to have a human being teach them how to

use the technology. Overall, I found that the following course topics are essential for our

librarians due to the reference nature of their work:

E-reference

Information retrieval for Dialog-based databases like US Copyrights, Canadian

Copyrights Database, and Quotations Database

Information retrieval for legal databases like QuickLaw, WestLaw, and Legal

Trac

Customer service skills

For our administrative staff, courses in Microsoft Money, Outlook, Access, and Excel

seemed most important. Appendix A shows an example of a questionnaire used to

achieve these assessment results.

Orientation

Since we have a high turnover rate for our interns, orientation is important at

CopyCat. We value the sense of community and belonging that thrives in our office, and

it is difficult to maintain this when we lose and acquire employees on a yearly basis.

Therefore, a huge part of our orientation program focuses on making new employees feel

like part of the team. We give them an orientation package containing keys (there is


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nothing like keys to make an employee feel as though we trust them!), a nameplate, logo

t-shirt and CopyCat ears, as well as a copy of our policies and procedures. Each staff

member takes a turn at orienting the newcomers to a different aspect of the company. In

this way, the interns get to know everyone, and our permanent staff get to know all the

interns. Two weeks is the general timeframe for orientation, although most of the basic

orientation, like staff introductions and becoming familiar with the office, happens in the

first few days. Interns get to know what we expect of them in the second week of

orientation. This is also when we train them to use the CopyCat database to begin data

entry. Data entry is a good way to familiarize the interns with facts and figures relating

to the company, and it keeps them busy with work the reference librarians and

administrative staff have little time to do. This is a task they will continue on and off

even after they have been trained in reference or administrative duties.

Training Program Evaluation

Our evaluation procedures are similar to those for needs assessment, in that we

use questionnaires and the occasional interview. The interviews, if we do partake in

them, take on the form of a group meeting, where I ask questions to all the staff at once.

This stimulates argument and discussion, which tends to close in on the areas where

change is needed. Questionnaires are useful for the very opposite reason: they allow

staff to voice their opinions without being judged or verbally confronted by other staff. I

find the combination of questionnaires and group interviews to be effective in forming a

training evaluation. Appendix B is a questionnaire I gave to the reference librarians


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regarding the training program initially implemented at the conception of CopyCat in

1994.

Conclusion

At CopyCat, we pride ourselves in being well informed, well trained, and well

adjusted employees and individuals. I use systematic methods to develop a training

program that is disciplined enough to keep our staff on top of the world of copyright and

e-reference, and flexible enough to respect our employees individual needs.


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Bibliography

Baldwin, John. Innovation and Training in New Firms. Research Paper Series 123.

Available: http://dsp-psd.pwgsc.gc.ca/Collection/CS11-0019-123E.pdf.

Beeler, Cheryl. Roll out the Welcome Wagon: Structuring New Employee

Orientations. Public Management76 (August 1994).

Boone, Morell D., Sandra G. Yee and Rita Bullard. Training Student Library Assistants.

Chicago: American Library Association, 1991.

Carver, Deborah. How People Apply What They Learn: Transfer of Training. Staff

Development: A Practical Guide. Chicago: ALA, 2001.

Clark, Donald. Performance, Learning, Leadership, and Knowledge. History of

Learning and Training. Accessed 21 June 2005. Available:

http://www.nwlink.com/~donclark/hrd/history/history2.html.

Davis, Scott H. New Employee Orientation. New York: Neal-Schuman, 1994.

DiMarco, Scott R. Practicing the Golden Rule: Creating a win-win new employee

orientation. College and Research Libraries News 66 (February 2005): 110.

Evans, Edward G. and Patricia Layzell Ward. Beyond the Basics: The Management

Guide for Library and Information Professionals. New York: Neal-Schuman,

2003.

--, -- and Bendik Rugaas. Management Basics for Information Professionals. New

York: Neal-Schuman, 2000.

Goulding, Anne and Evelyn Kerslake. Training Part-time and Temporary Workers.

London, Library Association Publishing, 1997.

Gupta, Kavita. A Practical Guide to Needs Assessment. San Francisco: Jossey-Bass/

Pfeiffer, 1999.

Katz, Bill and Ruth A. Fraley, eds. Personnel Issues in Reference Services. The

Reference Librarian 14. New York: Haworth, 1986.Massis, Bruce E. The Practical Library Trainer. New York: Haworth, 2004.

--. The Practical Library Manager. New York: Haworth, 2003.

Matlay, Harry. Training and Human Resource Issues in Small E-Businesses: Towards

a Research Agenda. Education & Training 46: 520.

Meyer, Susan R. and Victoria J. Marsick. Professional Development in Corporate


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Training. New Directions for Adult and Continuing Education 98

(Summer 2003): 75.

Rusaw, Carol. Uncovering Training Resistance: A Critical Theory Perspective.

Journal of Organizational Change Management13: 249.

Tucker, James Cory. Getting Down to Business: Library Staff Training. Reference

Services Review 32 (August 2004): 293.

Wiener, Ron. Creative Training: Sociodrama and Team-building. London: Jessica

Kingsley, 1997.


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Appendix A

Reference Service Training Needs Questionnaire

As director of CopyCat creative copyright consultants, I am conducting a reference service training needs

assessment for the company. The information you offer in this questionnaire will be used to effectively

design and implement a revision of the existing ongoing training program for reference librarians. The

following questions will take approximately twenty minutes of your time. Thank you for participating!

Sincerely,

Tabby F elina

1. What are the main responsibilities related to your job?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

2. What skills and knowledge are necessary to be successful in your job?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

3. What types of obstacles do you confront in your job?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

4. What type of training or courses do you think would improve your ability to handle these obstacles?

______________________________________________________________________________________

______________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

5. What prior reference training have you received?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________


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______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

6. What are your preferred learning styles (lecture, workshop, online courses, etc.)?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Please fill in the following information:

Name: ___________________________________ Date: ______________________________

Position: _________________________________ Signature: __________________________

(This questionnaire is adapted from a customer service training needs questionnaire in Kavita GuptasA

Practical Guide to Needs Assessment. See bibliography for full citation.)


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Appendix B

Reference Services Training Program Evaluation Questionnaire

As Director of CopyCat creative copyright consultants, I am attempting to evaluate the training program

that has been in place since the founding of the company. Your input will let me know where the program

stands, and what changes need to be implemented. The questionnaire will take approximately twentyminutes of your time. Thank you for your cooperation!

Sincerely,

Tabby F elina

1. What are the main responsibilities related to your job?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________

2. What type of reference training did you receive before you began your employment at CopyCat?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

3. What type of reference training did you receive during your employment at CopyCat?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

4. Do you feel that the training you received during your employment at CopyCat adequately prepared you

for your reference responsibilities? Please explain.

______________________________________________________________________________________

______________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

5. In what ways could you be more prepared for your responsibilities?

______________________________________________________________________________________

______________________________________________________________________________________


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______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

6. Do you have any comments, positive or negative, about the courses, workshops, conferences, or lectures

that are available through CopyCats liasons with universities and other training institutes?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Please fill in the following information:

Name: ___________________________________ Date: ______________________________

Position: _________________________________ Signature: __________________________


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Appendix C

A Sample List of Technology Courses Made Available to CopyCat Through External Training

Institutes

Course: Using Microsoft Access

Institute: MicrosoftLocation: Persian Hall, University of Tiger Town

Date: October 15, 2001

Available seats: 35

Objectives: Participants will learn the basics of creating a simple Access database, complete with tables,

forms, queries, and reports.

Course: E-Reference for Library Employees

Institute: Langara College

Location: Langara College, Vancouver, room 14

Date: March 12, 2004Available seats: 40

Objectives: Students will become familiar with the standard e-chat/e-reference interface, and learn basic e-reference etiquette.

Course: Information Retrieval with Dialog

Institute: School of Library, Archival, and Information Studies, UBC

Location: TEF 334

Date: August 9, 2002

Available seats: 18

Objectives: Students will learn search techniques appropriate for the Dialog database.

Course: Searching the Legal Databases

Institute: Devon Rex School of Law

Location: Devon Rex Main Campus, San Francisco, California

Date: May 14, 2005

Available seats: 12

Objectives: To become familiar with databases such as Legal Trac, WestLaw, and QuickLaw, and learn

some common search terms and subject headings relating to the field of law.

Course: Advanced Internet Search SkillsInstitute: Google

Location: 247 Sinclair St., Seattle, Washington

Date: June 30, 2004

Available seats: 75

Objectives: Participants will learn some of Googles very own search tricks. An overview of search

engines, indexes, and databases will also be covered.


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Appendix D

A Sample List of Personal Development Courses Made Available to CopyCat Through External

Training Institutes

Course: Self-Esteem in the Workplace

Institution: Purrling CounsellingLocation: Purrling Counselling building 2, room 17

Date: February 18, 2002

Available seats: 20

Objectives: Participants will learn self-esteem building techniques that can be applied both at home and in

the workplace.

Course: Journal Writing

Institution: Langara College Creative Writing Department

Location: Langara College, Vancouver, room 310

Date: January 11, 2005Available seats: 25

Objectives: Students will learn that journal writing is a transformative endeavour that builds confidenceand self-awareness. Basic forms of journal writing will be covered.

Course: Yoga for Stressed-out Librarians

Institute: The Vancouver Yoga Society

Location: 2478 Main Street, Vancouver

Date: June 16, 2004

Available seats: 20

Objectives: Learning basic yoga techniques will help stressed librarians regain a sense of harmony and

balance with the cosmic universal library vibes.

Course: Leadership for Non-Managers

Institute: UBC Continuing Education

Location: UBC Campus, Brock Hall, room 2314

Date: August 7, 2003

Available seats: 35

Objectives: Participants will gain leadership skills appropriate to their career levels and positions.

Course: Enhancing Your Communication SkillsInstitute: SFU Counselling

Location: SFU Downtown Campus, room 113

Date: September 2, 2001

Available seats: 35

Objectives: Students will learn how to communicate effectively in different social environments: the non-

professional workplace, school, and professional environments.

history of training and sdevelopment

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