Training Skills for Information and Library Staff

Citation

Bell, A. (2001), "Training Skills for Information and Library Staff", Library Management, Vol. 22 No. 4/5, pp. 238-247. https://doi.org/10.1108/lm.2001.22.4_5.238.8

It is not often that a book on training activities makes me laugh out loud. This volume achieved that rare distinction, although I suspect it was far from intentional. What clearly was intentional was the author’s objective to deliver a comprehensive, highly practical toolkit for those involved in delivering training sessions for information and library staff. The book is strewn with practical tips, examples, balanced observations and judiciously uses theory to underpin suggested practice. The author has succeeded well in her objective. The book is eminently accessible, effectively laid‐out and is organised in such a way as to attract both those who want to read it from cover to cover and those just wishing to dip into specific topics.

The book is structured into three parts on the background to training, the training process and professional development for ILS trainers. The first part covers topics as diverse as the implications of different learning styles for training, the advantages and disadvantages of using in‐house and external trainers, key skills for trainers and working with cultural diversity and special needs. It effectively relates relevant research to the training context and introduces topics such as accelerated learning, neuro‐linguistic programming and meta‐programmes in a way that is easily understood. The second part focuses on the training process and provides thorough coverage of issues as diverse as designing effective training programmes, preparing the learning environment, training methods and evaluating training sessions. The last part, on professional development for ILS trainers, provides practical suggestions for trainers to help them keep their skills honed and to remain effective and reflective trainers.

Despite these noticeable strengths the book does have some weaknesses, of which variability in coverage is perhaps the most noticeable. The desire to be comprehensive, with only a few topics such as on‐line learning and work‐based learning techniques excluded, means that the depth of coverage of some topics has been sacrificed. This can leave the reader with few clues on how to proceed unless an item in the bibliography looks relevant. It can also mean some sections are given wholly inadequate treatment and would have been better excluded, or mentioned only briefly as being outwith the core remit of the book. (The totally inadequate attention given to staff development policies is a case in point.) The book has also been poorly edited and poorly proof‐read in some places. In one instance, and there are other similar cases, 23 examples of different training methods are cited but only 22 are described (and not necessarily in the order originally indicated).

So what did make me laugh then? There were two instances. In one, the author included a list of more than 30 useful items to include in the trainer’s kit. Amongst the predictable Blutack, sticky labels and felt tip pens, the reference to “spare tights (for women trainers)” certainly caught my attention. Why mention this? If the author really believes readers need that level of advice then why aren’t men trainers similarly advised to bring along a spare shirt or tie in case of accidents? In the second, the author sensibly emphasises the need to talk to special needs participants before the training session. One example cited working with a hearing impaired colleague. His response to how the trainer could ensure the training event met his requirements was “Wear lipstick, speak clearly, using no jargon and short sentences”. The author then noted “The trainer, a woman, was easily able to respond to Valerie’s needs”. What amused me in both cases was that the author seems so anxious to ensure political correctness that she risks trivialising the point she is trying to make.

Notwithstanding this, the book’s limitations and irritations are more than outweighed by its successful elements. It helps demystify training by taking the reader through it step by step, provides supportive reinforcement for less experienced trainers and an invaluable guide for the more experienced wanting to try out new ideas. I’d certainly recommend it as an invaluable working tool.