The Frontline Librarian: a skills based approach to training.

The Frontline Librarian is a training package developed for circulation and central reference staff at Dunedin Public Libraries. Consisting of vision and goal statements, checklists, job descriptions and procedure manuals, strength is that it is flexible, cost effective and easily adapted to any library situation. Edited version of a paper presented at the Alia national public libraries conference Melbourne November 2001

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Public librarians are expected to access information from an ever increasing mass of electronic as well as traditional sources. They are expected to deliver excellent service to a wide variety of people, from the novice user to the specialist. They are expected to be problem solvers, teachers and technology specialists. For all of these reasons, training is of critical importance.

The Frontline Librarian was developed in response to a major restructuring in Dunedin Public Libraries in 1998. It became obvious that a new approach to training was needed as staff were working in new or changed roles. A competency based modular program was developed in response to that need.

Dunedin Public Libraries

Dunedin Public Libraries is a network of five libraries. The central library is in Dunedin. Mosgiel Library and three coastal community libraries are in the small settlements of Waikouaiti, Blueskin Bay, and Port Chalmers. It has two bookbuses servicing the city suburbs and greater Dunedin city area, and a staff of 135 to serve a population of 120,000.

Circulation and central reference are the two largest teams in the network, and as team leaders for these areas the writers are responsible for ensuring that staff across the network are trained in reference and circulation.

The frontline staff in the two teams are a mix of qualified and unqualified library assistants, tertiary students, part time and full time staff. The 50 staff working in these areas are responsible for helping the 20,000 visitors to the library each week. Circulation staff process about 29,000 issues and 32,000 returns per week and the central reference staff handle 2,600 reference enquiries a week, as well as dealing with many requests that come in from other libraries in the network

In August 2001 a technology centre was opened, in which staff are responsible for giving tutorials on the internet, the catalogue and databases. This required a real focus on upskilling staff, and a competency checklist of new skills was developed to focus this training.

The development of The Frontline Librarian and changing roles

In March 1998 the libraries were restructured, and many staff commenced working in unfamiliar positions. Previously, reference was delivered in the three separate departments of social sciences, literature arts and music, and science and technology. These were combined to form a department called central reference. Staff who had previously worked in one department now found that they needed to be familiar with a range of reference materials spanning a much broader subject range, and also cope with more technology.

Circulation staff found they were dealing with a much broader range of tasks than previously, which included all circulation of audiovisual material as well as basic reference work in the audiovisual and serials area. Some staff worked in both teams, and had to cope with learning new skills in both teams. Staff moving into this structure were finding it difficult to adjust, with no formal training program in place and no documented procedures to follow. A training program was required to cover the skills needed in new positions.

Competency and consistency

There was also a real need for competency based training so that staff and supervisors alike became aware of what was expected of them, and how their performance could be measured. There was awareness of inconsistent standards of service across the network--users needed to know that the service they received would be the same no matter which library or bookbus they visited.

It became increasingly apparent that what was needed was a comprehensive training package that was modular, contained checklists and competency checks, and included the vision and goals of the organisation. As with most local government funded agencies, budget constraints did not allow the employment of consultants to devise and deliver training programs, so a decision was made to develop the program inhouse.

The Frontline Librarian

The package had to meet specific criteria

* it had to be flexible

* staff learn by doing. The package needed a hands on approach

* it had to be easily delivered, and flexible enough to be delivered on a one to one basis or via a small group

* it had to have defined outcomes. At the conclusion of the training, staff needed to be able to perform a variety of tasks in busy frontline situations

* it had to be cost effective

After careful planning, the process commenced. All staff in circulation and central reference took part in the information gathering process, which identified the skills needed and led to the development of competency checklists. This was done by examining job descriptions for each position and identifying the key tasks in them. There was then an intensive effort by all staff to make sure that each task was documented and that procedure manuals reflected the detail required to complete each task. As well as documenting procedures for all major key tasks each minor task, down to small administrative duties, was documented.

Value of peer trainers

Staff from each section were then selected trainers. These peer trainers were chosen for their competency as well as their people skills. Train the trainer programs, where trainers were coached in appropriate teaching methods, were then held. Staff responded well to the concept of peer trainers. Peers working alongside each other, and the benefit of having all procedures fully documented for backup, helped allay fears. Staff were comfortable working alongside each other.

Modular approach

A modular approach to the package was adopted, as the areas where staff needed immediate training were identified. Other modules giving an overview of the whole library system were less urgent. These could be covered at a later date when the new employee was more comfortable in their position. This lessened the risk of training overload.

Competency based training

At this stage the competency check was developed, where staff would demonstrate their newly acquired skill with their training partner or buddy. The timing was important. It was one thing to remember a skill for five minutes after it was taught--the important thing was to retain the knowledge. The competency check at a later date showed that the knowledge had been retained.

By this stage there was the basis of a training program which was flexible, could be added to, and reflected the skills needed for staff to efficiently carry out the tasks that were required of them.

Staff responses

The restructuring was not without its difficulties. It had the usual problems of some staff not adapting well to change,and becoming stressed in their new areas. There were problems with ownership of some areas, where staff had worked in a particular for a long time and were not willing to let go. Some staff lacked the confidence to try something new.

The training package was not a panacea for all of these problems. Many methods were used to try to overcome the fears that a change process often brings. Counsellors were provided for staff who felt stressed, all changes were communicated before they happened, and focus groups enabled staff to voice their concerns openly. There were still a couple of casualties, people who chose not to be part of the new structure. One person resigned from the organisation, one was offered re training and one resigned from a position of responsibility, but accepted another position within the organisation.

The components

The outcomes of the package were pleasing and the time and effort involved in its preparation has certainly paid dividends. Staff were enthusiastic about it and training was coordinated and consistent.

Each package contained

A copy of the job description

It was found that staff read the job description when applying for a position, but did not make further reference to it. It was good to have a constant reminder of the key tasks and key result areas in any position.

Competency checklist

Checklists formed the basis of the training package. Every task that was required of frontline staff was listed. A triangular symbol let the supervisor know to what degree of competence a particular skill had been mastered.

Vision and goals statements

It was important for staff to be aware of the vision of the organisation. Collective vision helps staff to focus on what is important, and increases the awareness of the role of the individual.

Client focus statements

When training new frontline staff it was important to restate many times the commitment to service. The customer service statements as well as the vision statements reinforce the individual's role. Their actions needed to reflect the libraries' service ideals, so they needed to be fully aware of those ideals.

Importance of documentation

The backbone of the training package was the documentation of all processes. Staff needed to be able to follow simple directions for all of the processes. This documentation led to processes being standardised throughout the system, which in turn led to more consistency in service across the network.

Adaptability to other situations

Because the package was developed inhouse, one of its benefits was its cost effectiveness. The strength of any library is in well trained competent staff, so there is a continual need to invest in them. This simple package was a cost effective way of bringing together and identifying resources needed for training. By using a one on one training approach, it did not remove large numbers of staff from the workplace at any one time. The system worked well for the two sections with the greatest number of staff, and where potentially the costs for training would have been great.

Conclusion

After the training package had been running for about six months it was decided to survey the staff to evaluate how well it was working. As supervisors, the writers had noticed an improvement in service, with staff feeling more confident and delivering service more consistently.

All staff, whether part time, full time, evening/weekend students, or relievers, were trained to the same standard, again ensuring, that the user received consistency in service. A survey of staff who had received the training established that they also were more than happy with the results. They were extremely positive about the peer approach to training and felt more confident in delivering frontline service. The package had met the need in giving a structured, measurable approach to training.

A great benefit was the development of procedure manuals across the network. These manuals documented the processes for all tasks that needed to be carried out and were the backbone of the training program.

An interesting outcome of this process was the way in which staff accepted the buddy or peer training system. It created a very relaxed learning culture. Staff were at ease, learning alongside their peers, and were no longer afraid to ask questions if they were unfamiliar with any aspect of their job. Staff at all levels within the teams realised that they had a valued contribution to make to the library. This was an enormous boost for some quite junior staff.

Staff who were more senior were surprised by the benefits the buddy system had for them. They expected to be doing the teaching, but ended up in a learning situation, whether this was new tasks or a new look at things they had been doing for years. Barriers were beginning to break down within teams and there was no longer an hierarchal approach to training.

The traditional roles of circulation and reference were to some extent being blurred. A small percentage of staff were now trained, and had worked, in both areas. Staff gained more of an understanding of how each team operated, and were familiar with a broader range of competencies.

The future

New procedures are constantly being added to The Frontline Librarian as the range of technology expands. Ways to continue to break down the traditional barriers that exist between reference and circulation without compromising professionalism are being explored. Many tasks now overlap between librarians and unqualified assistants.

In this period of change, upskilling staff to take on new roles, rather than clinging to traditional roles is essential. The blurting of roles can create tensions, and is seen by some as a threat. Others relish the opportunity to participate more fully by learning new skills. Through frank and open discussion, solid training and consolidation, the experience at Dunedin Public Libraries demonstrated that service in all libraries can be improved.

Vision and goals of central reference

Vision

* To provide a service which is accessible, friendly, easy to use,
  and appropriate to our customers

Goals

* To provide equitable and consistent service on response to customer
  needs

* To enhance staff performance by supporting and encouraging training
  and development

* To encourage the development of an effective and cohesive team

* To promote the development of new services and technologies

Ground rules

* Consideration for others.

* Be considerate and courteous to others

  --On time for desks

  --Getting back to people

  --Willing to be flexible

Communication

* Express concerns openly and tactfully

* Listen to colleagues opinions and concerns while keeping an open mind

* Trust and respect what each other has to say

* Support other staff and share knowledge and experience
Competencies check
Library assistant
Central reference

Staff member --
Week beginning --
Trainer --

Levels   Description

  /      Has been demonstrated
  <      Has limited competency
  <>     Is fully competent

                               Demonstrated   Checked   Signed off

Task to be completed with
your central reference
partner/trainer

Telephone

Telephone etiquette

Tell me what the standard
greeting is in the library
when answering the telephone

Where do you find a copy of
the DPL statements on
`Telephone skills'?
Module three - Health and safety

                                                Explained by/Date

Personal responsibility
Accident procedures
Forms
Working of health and safety committee
Evacuation procedures and route
Reporting hazards
Introduction of first aider, location of kits
First aid code call
Safe shelving practices
OOS handouts/guidelines
Location of fire extinguishers
Reporting incidents
Pain preventation seminar
  Delivered by Network Support Staff

Training modules

Each position had been allocated various modules pertinent to that job, with 5-6 key modules needing to be covered in the first 2-3 weeks of beginning a job. Further modules could be covered later.

The first modules that new staff members learnt were taught by peer trainers from the section in which the person would be working. Those modules that needed to be covered at a later date were taught by staff from those sections.

This was beneficial, in that many library staff commented that they were delighted that other sections were taking an interest in them.

Lyn Macleod is circulation librarian at Dunedin Public Libraries. She has worked in a public library situation for fifteen years with a focus on client service and training. Lyn has network responsibility for circulation across all branch libraries and bookbuses. She was a co finalist in the 3M innovation award for libraries at the Lianza conference in Christchurch 2000, and is secretary of the public libraries special interest group of Lianza. Address: PO Box 5542 Dunedin Tel [phone] fax [phone] [e-mail] www.dunedinlibraries.com

Moya McConnell is the head of central reference at Dunedin Public Libraries. She was responsible for the development of the new central reference department after restructuring in 1998. Moya began in libraries over twenty years ago, having come from a teaching background. She has held a variety of positions, including user services librarian and literature arts and music librarian, and maintains a strong interest in training and client service. Moya is a member of the public libraries special working group of Lianza, and has worked on Lianza conference committees. Address: PO Box 5542 Dunedin Tel [phone] fax [phone] [e-mail] www.dunedinlibraries.com