A plan for staff development was evolved at Williamsport Area Community College (Pennsylvania), a primarily vocational-technical school. Program objectives were established and questionnaires constructed to survey needs of trustees, professional, and classified staff. A five-part recommendation resulted that included (1) the placement of responsibility for directing staff development; (2) upgrading skills and instructional techniques through volunteer workshops, industrial training subsidies, new teacher apprenticeships, trustee retreats, administrative seminars, credential upgrading, and salary credit for non-academic training programs; (3) orientation for new, returning, and part-time staff, with audio-visual orientation for mid-year hires; (4) research, renewal, and self-development activities including summer research and development grants, professional meeting reports to colleagues, informal discussion groups, use of campus recreational facilities, college-chartered travel, a professional library for current articles, and training of audio-tutorial materials facilitators within instructional divisions; and (5) exchange programs of faculty with other Pennsylvania colleges. Plans for classified staff involved orientation, written job descriptions, evaluations, and in-service workshops for updating job skills. (RT)