A Comprehensive Library Staff Training Programme in the Information Age

Citation

Butchers, T. (2008), "A Comprehensive Library Staff Training Programme in the Information Age", Program: electronic library and information systems, Vol. 42 No. 1, pp. 79-80. https://doi.org/10.1108/00330330810851636

With ten chapters covering topics ranging from developing competency frameworks for library and information staff and training needs analysis, through to coaching and mentoring, this book provides a good introduction to the topic for new professionals as well as a useful “stand‐by” guide for those who have more experience. Whilst it has a predominantly UK outlook the book also draws on examples from the US and Australian spheres. Using the Chartered Institute of Library and Information Professionals' (CILIP) framework for qualifications as a model, it highlights the importance of comprehensive continuing professional development (CPD) programmes as well as providing a comprehensive chapter outlining those training courses thought essential for LIS staff.

The appendices provide useful examples of training needs analysis documents, appraisal forms, curriculum vitae (CV) and covering letters as well as icebreakers and energisers to use as introductory tools for training sessions. They also cover ethical standards for library professionals and the CILIP handbooks for both the certification scheme and chartered membership programme. It is worth noting that the latest edition of each of these documents is available free to download from CILIP's website (www.cilip.org.uk/qualificationschartership). The book also provides a “Further Reading” section containing publications from the UK, North America and Australia for those wanting to broaden their knowledge of particular subject areas. Both the bibliography and index are clear and concise.

The writing style is well pitched to appeal to those that know little about delivering training as well those that are looking for a quick and simple reminder of what to look for when designing a course or even a whole training programme. The text is interspersed with diagrams and tables where appropriate, giving an effective balance between pictorial and written descriptions of the points made. For those that find mnemonics useful each section provides several to aid the user's memory. The section on “non‐conventional training techniques” is particularly good with both the positive and negative points of mentoring and coaching from the point‐of‐view of both giver and receiver being outlined. This section also covers effective observation, questioning and listening skills to enhance the trainer's communication abilities. Whilst the chapter on CV writing is a useful personal reminder to the reader it does seem slightly out of place in a book principally aimed at the would‐be trainer rather the trainee.

Overall, the book is clearly laid out and readable, although the occasional editorial “typo” does detract from one of the author's key mantras – the importance of proof reading rather than relying on spell‐checkers, which is a pity. This is, however, a minor fault in an otherwise useful addition to the LIS professional's toolkit.