Training for IT

Citation

Pinder, C. (1998), "Training for IT", Library Review, Vol. 47 No. 1, pp. 57-58. https://doi.org/10.1108/lr.1998.47.1.57.17

In his introduction, Richard Biddiscombe apologises for the small number of examples of Library‐based IT training programmes that appear as appendices to this book. Doubtless his research has been thorough, so one can only conclude that this very important area of training is either being totally ignored or being treated in an ad hoc, unsystematic manner. Whichever of these is true, let us welcome his efforts in providing us with a blueprint to good practice in IT training and its organisation. We should no longer need convincing of the need for, and value of, IT training. IT pervades our working lives and is an agent for change. We need to be able to keep up with advances in IT and, importantly, we also need the reassurance that we can respond to the change that IT brings both to work practices and job design. Only a properly structured programme of IT training, Biddiscombe argues, can achieve both these goals. From new recruit to experienced manager, no one is immune from the impact of IT, so the need for training affects all levels of the organisation.

This latest in the series of Library Training Guides offers the reader a brief, but nonetheless very useful, introduction to several areas of IT training. In many respects the advice given is that which is good for staff training and development activity generally. Thus all training, not just IT related, should improve standards of service, create more flexible staff, and improve staff morale. Furthermore, it must be appropriately targeted, well managed and conducted with dependable technology. There is nothing new here, nor in a sense should there be, as IT training must be seen as but one component in an organisation’s structured programme.

Training for IT is different though, hence the need for this book. The rate of technological change means that staff have to remain proficient in those aspects which are necessary to their work. Likewise IT is seen as posing a threat by many in the workforce. The provision of reassurance and support by means of a properly established programme is an initial important response by management. But as this book goes on to explain, this positive response must be backed by a number of properly considered decisions on other issues. Training must be at an appropriate level. The position of staff in the hierarchy, the level of training need, the amount of funding available together with the size and structure of the organisation will all determine policy. The administration of IT training must be properly considered. It should form part of an holistic approach to training in general but it may be more effective if delivered independently. Training sessions must be properly accommodated with adequately equipped facilities; the use of networked training options or CAL packages may provide a cost‐effective model. Finally, the choice of a good session leader is essential. Projects such as the eLib‐funded EduLib should assist in identifying and enhancing the training skills of library staff.

This book offers a lot of useful guidance to managers and trainers on a variety of approaches and techniques which will enable staff to become both competent and confident in the use of IT. It provides another positive addition to what is becoming an essential series of training guides for practising LIS workers.