Training Library Staff and Volunteers to Provide Extraordinary Customer Service

Citation

Bruce, N.M. (2007), "Training Library Staff and Volunteers to Provide Extraordinary Customer Service", Library Review, Vol. 56 No. 4, pp. 346-347. https://doi.org/10.1108/00242530710743633

As I started to read Chapter 1 of this “customer service book just for libraries”, I was reminded of colleagues holding a debriefing following a visit by a group of library and information studies students. The conversation focused on how responsive the students had been to what they had seen: had they been interested, what questions had they asked, had there been many, and, interestingly, how much eye contact had they made?

We have all been in places that are new to us, and we may not feel entirely confident or at ease. However, I cite the above example in the context of today's society, its expectations of service and quality, and the statement in paragraph one, “librarians may not always think of key library services as ‘customer’ services”. I do not intend to get on to a soapbox about the image of libraries – which we attract as staff or why those who work in libraries chooses to do so. However, if we do not realise that we all provide services, it does not augur well for the future.

That is a key aspect of what the authors of this book wish to emphasize: effective library service may be about systems or about internal clients or customers, but it is really all about our “guests” as one US library service calls them – people! Much emphasis is made of staff and managers’ roles in improving service. The manager needs to establish the expectations of the organisation and define what excellent customer service means to it. There are a lot of challenges for staff at all levels – Have we a clear idea of why our users visit? Do we really know them? Do we look at our services from a user's point of view? Is our “environment” attractive and welcoming?

A number of tips and suggestions and resources are offered for use. Write scripts so that staff can explain, respond or react in a manner most likely to deal with users successfully. One area referred to (in Chapter 8 on continuous learning) is that of courtesy, which can make a considerable difference to how a user regards the service they receive. One way of achieving this is by using rating scales, such as those created by Rensis Likert: as a result of reading this book, I know more about them. Using feedback systems needs to be part of what the authors describe as “a perpetual process”, and customer‐service training needs to be embedded in the “life” of the library service.

Using the word “embedded”, which has taken on a whole new meaning with journalists alongside combatants in current war zones, leads me to the question of language and experience. The authors are Stateside and the book has been published simultaneously in the USA and UK. This is reflected in usual Americanisms like behavior and color and neighborhood which are becoming common enough spellings worldwide. Even so, explanations of specialist terminology – like “lapsit programs”, “K‐12 schooling”, “care givers” and library “pages” would help to make the book more universally clear. The book covers volunteers, too, and practice varies around the world: readers will have to take account of that if they buy the book (because extraordinary service can at worst be extraordinarily poor).

The approach taken by Todaro and Smith is broad and wide‐ranging. There is food for thought and practical suggestions for action. It can be used successfully in different library sectors and contexts. But is it worth £39.95? Are your staffs not your greatest asset? If you can accept these caveats, it is certainly worth a read – if you have doubts, you can always try to get it on approval.