Barbara Allan is the author of several books on learning and training in library and information services settings. Her earlier books and her background in library management and teaching in business schools inform this excellent guide.
Training benefits the quality, efficiency and effectiveness of library and information services, and increases the knowledge, morale and productivity of library staff. For customers, training improves access to information sources and understanding of quality information resources, fosters technology skills, and saves time in information seeking.
“Management” aspects of training are presented succinctly in the Introduction. The planning cycle (Plan, Design, Deliver, Evaluate) is outlined, and set firmly in the context of library strategic planning and direction, so that training serves the aims of the organisation and meets management, staff and customer needs for skills development. Basic costing methods are explained. The list of legal issues to be aware of (for example, intellectual property, health and safety, or professional indemnity insurance) is generic enough to be helpful in most jurisdictions.
Part 1 deals with training practice – the planning, designing, delivery and evaluation of training, covering face-to-face training, e-learning and blended learning (which is a combination of face-to-face and e-learning activities and frequently involves online (web-based) tools). One chapter is devoted to different approaches to learning and teaching: the content or trainer-centred approach, in which the focus is on what is to be taught; the learner-centred approach, which enables trainees to participate in active learning experiences; and learning as a social activity, in which learning takes place in group work. A model for workplace learning is presented, combining on-the-job experience, social learning and learning from courses and reading. This chapter also gives an overview of theories of learning and learning styles; Bloom's Taxonomy of Learning, a framework for understanding the different levels of learning achieved in a training session; and levels of competence.
Chapter 3 deals with different methods of delivering learning and teaching, from Action planning to Treasure hunts, and combinations of techniques. Technologies which support training practices, from Apps to Wikis, are presented in Chapter 4. Chapters 5, 6 and 7 are practical advice on designing the training, managing sessions, evaluation, marketing and promotion, face-to-face training, e-learning and blended learning.
Part 2 (Chapter 8) addresses learning and development in the workplace, explaining a long list of techniques and approaches; some examples are 360 degree feedback, benchmarking, communities of interest, focus groups, mind mapping, reflection, SWOT analysis, Twitter and YouTube.
The layout of the book adds to its usefulness, with diagrams, examples, case studies and tips adding interest and sharing practice throughout. Navigation is assisted by effective use of subheadings and different typography for text and examples/case studies. The contents list is detailed and can be used as a checklist for training approaches (Chapter 3), technologies (Chapter 4) and workplace learning (Chapter 8). References are listed at the end of each chapter, and there is an excellent index.
The title of this book says it all – it's very practical, useful and readable. It's an excellent guide, helpful to both experienced and new trainers. I highly recommend it to anyone planning or undertaking training in a library and information services setting.
