College and Research Libraries Developing a Systematic In-house Training Program for Integrated Library Systems Stuart Glogoff and James P. Flynn Staff training to enhance implementation of an integrated library system (ILS) should be tied to organizational goals and relevant management principles. Training methods should be scruti- nized, and several key factors considered when developing a staff training program for an ILS. Among the important factors reviewed in this article are applying andragogic learning theory, employing effective on-the-job training techniques, selecting trainers for their competencies rather than their availability, and providing visible administrative support during all phases of the staff training project. he University of Delaware Li- brary is conducting a compre- hensive staff training program as an integral part of imple- menting its integrated library system (ILS). This program was necessitated by such factors as limited vendor training; the need to recruit system trainers from among the staff; and the recognition that staff training for an ILS required far more planning than for single-function auto- mated systems and that staff training is an ongoing project because of personnel changes and future system enhance- ments. The development of a "train-the- trainers" program entailed a comprehen- sive needs analysis review, some attention to management principles, a thorough evaluation of existing adult training practices, and the application of relevant learning theory to the training en- vironment. This paper discusses the im- portant link between applied learning the- ory and the program's overall development. BACKGROUND Implementing an ILS entails a variety of activities, among which staff training is one of the most crucial. 1 Yet, planning, de- signing, and presenting a syste_matic staff training program in tandem with ILS im- plementation is not a regular practice. 2' 3 Reports of user education programs for the online catalog have caught the most headlines, 4 while in-house training pro- grams specifically designed for library staff have evolved more from necessity than from strategic planning. A literature search for articles addressing staff training for an ILS turns up little. For the most part, there is cursory treatment of the topic in the many works that cover plan- ning, procuring, and implementing auto- mated systems. Regrettably, few articles do more than acknowledge the need. Urbanek points out that this scarcity of information is surprising in light of the vo- luminous treatment the subject receives in business and education, and considering Stuart Glogoff is Head of the Systems Department in the University Library, and ]ames P. Flynn is Director of Personnel Services at the University of Delaware, Newark, Delaware 19717-5267. 528 libraries' commitment to automation.3 Many library managers may rely on a ven- dor to provide training without consider- ing long-term training needs. Descrip- tions of staff training for an ILS center on the use of vendor manuals and on vendor personnel who provide hands-on training to a limited number of staff members. 6 In addition, some libraries designate a small number of people to serve as core trainers. The vendor trains these individuals who then have responsibility for instructing the rest of the library's staff.7 Boss ob- serves that libraries doing this ''appear to have better ongoing training programs .''8 Some descriptive discussions of staff training suggest guidelines for developing a formal in-house training program. Com- munication, in the form of a series of staff orientations and a periodic newsletter, is important. The number of participants at- tending each training session should be kept to a minimum. (A standard might be maximums of two persons per terminal and three terminals). Sessions should in- clude extensive hands-on experience, be conducted as a series of briefings that build upon previous related training, fo- cus on a specific set of related functions or techniques, allow practice time between sessions, and provide a mechanism for feedback to evaluate success. 9' 10 Since job tasks differ, training sessions may vary in content, length, and frequency. In addi- tion, it is essential to ensure that the train- ing methodolo&l is consistent from trainer to trainer. '12 Implicit in the development of any staff training program is the assumption that the training will contribute directly and ef- fectively to the achievement of overall or- ganizational goals. Certainly, a primary obligation of any manager is to define the mission or purpose of the organization in terms of the clientele it serves. After the organizational mission has been defined, an operation system can be constructed to set major goals, clarify specific objectives, and arrange all subordinate activities into logical action steps contributing to the achievement of those goals. Odiorne ar- gues that staff training, like any other or- ganizational activity, must be goal- oriented, directed toward future In-house Training Program 529 .IJBirnbrauer points out that on-the- j c:b training is among the most expen- sive and least effective training meth- ods used and whimsically compares it to the game of whispering a story in one person's ear and passing it around the room.'' effectiveness, and responsive to client in- terests. 13 By establishing training objec- tives and selecting learning activities that enable trainees to acquire and improve job-related ILS proficiencies, the manager contributes to organizational goals and forges a direct link between improved staff performance, client satisfaction, and optimum exploitation of the library's re- sources .14 PROBLEMS OF ON-THE-JOB TRAINING On-the-job training has certain short- comings that may negatively effect a for- mal training program. Birnbrauer points out that on-the-job training is among the most expensive and least effective training methods used and whimsically compares it to the game of whispering a story in one person's ear and passing it around the room. 15 Creth states that in cases when staff are not well trained, a self-training process, which frequently results in incor- rect information and poor performance 16 1 may occur. She further notes that learn- ing by "observation or with a seat-of-the- pants approach is increasingly difficult in the more complicated automated environ- ment of most libraries.' ' 17 Such limitations must be addressed because well-prepared staff reduce production-related problems and work-flow interruptions. What, then, must a trainer know in order to be effec- tive? ADULT LEARNING THEORY Historically, learning has been con- veyed through the passage of knowledge from one individual to another. Skills ac- quisition, likewise, has followed the clas- sic pedagogic model. This model em- 530 College & Research Libraries bodies the theory and practice of an almost exclusively teacher-dominated paradigm. Under a pedagogic learning system, the student is highly dependent upon the teacher for information, skills ac- quisition, or basic direction in the course of study. Curricula tends to be uniform and change only in the sense that a more experienced learner is expected to handle more complex instruction and demon- strate broader problem-solving skills. Needs assessment, curriculum planning, course design, and learner evaluation are determined unilaterally by the instructor. As student, one's interest in any particu- lar subject has little to do with why it is studied; rather, one learns because others think it is important. Because the peda- gogic is the learning model with which most adults are familiar, it becomes the model imitated most easily when shifting roles from student to teacher. This is im- portant to remember when planning and designing a ''train-the-trainers'' program. Many current experts in educational technology (particularly those influenced by Carl Rogers and Malcolm Knowles) ar- gue that the classic pedagogic model is in- appropriate for most adult learning activi- ties. These authorities contend that adults learn best through a complex process that includes references to past experiences, acceptance of the value of the learning, in- volvement in directing the process, and hands-on experimentation in a non- threatening environment. 18' 19 In such a system, the role of the trainer becomes pri- marily that of a resource, someone who supports and validates the competency of the self-directed learner. This experience- based learning methodology is termed an- dragogy. Because few trainers are familiar with the distinctions between a pedagogic and an andragogic approach to instructing adults, it is important to contrast differ- ences between the two methodologies. An andragogical instructional style, for example, allows trainees to acquire online cataloging skills at their own pace. Fur- ther, the trainer's primary role is that of a technician/resource person available to trainees as needed. Trainers maintain a supportive and nonthreatening environ- November 1987 ment in which each adult trainee can func- tion most effectively. By practicing adult learning theory the trainer will be more at- tuned to how adults learn and will be alert to the four typical problems described by Reynolds: (1) trainees who are afraid of the system, (2) trainees who resent having to learn to use it, (3) trainees who ap- proach it with reckless abandon, and (4) trainees who have such a strong mental block that they simply cannot learn to use it effectively. 20 Trainers must recognize that adults want their learning to be problem-centered, personalized, and re- sponsive to their need for self-direction. 21 To enrich their trainees' learning experi- ences, trainers must acquire effective lis- tening skills and questioning techniques. They need to understand the importance of providing feedback to trainees in de- scriptive terms rather than as evaluative statements. Knowles remarks that the tra- ditional educational rhythm of lecture/ dis- cussion has given way to a more · natural process in which a learner's previous ex- periences, coupled with a desire for sup- portive, self-paced, skills acquisition, can make the job of a staff trainer not only more effective but also more personally re- warding.22 Closely related to this is the im- portance, particularly when working with a problem trainee, of providing one-on- one training, which has been found to be the advantageous method of preparing a person to operate equipment or do a spe- cific task. 23 One-on-one training techniques are sig- nificant for several reasons. Their use of- fers trainers the opportunity to reiterate the importance of creating a positive atti- tude in the trainee toward any skills- acquisition process. Trainers can also ex- plain how and why such new skills will make the trainees more productive mem- bers of the organization. Finally, any in- structional strategy based on andragogic principles assumes that each trainee, after receiving an overview of the online sys- tem, will invest a block of learning time in self-paced skills-acquisition exercises. Consequently, the trainer's orientation must be directed toward responding to trainees, and there is little reason to stress such traditional skills as lecturing. "Administratively, it was felt that if we erred, it would be better to overin- volve staff in the needs assessment process than to overlook them.'' Of course, to presume that there is any one best way to educate all adults would be a misleading oversimplification of learning theory. Researchers such as Brookfield concur that the most effective adult education occurs when there is vol- untary participation, mutual respect be- tween trainer and learner, a collaborative spirit pervading the learning environ- ment, ongoing interaction between all parties, frequent opportunities for critical reflection and performance review, and self-directed learning after the initial ori- entation session. 24 APPLICATION OF ADULT LEARNING THEORY Needs Assessment Many of the University of Delaware Li- brary's staff already were experienced with various automated systems; collec- tively, these experiences offered much from which to draw in developing an ef- fective training program. The circulation department labored with a batch- processed system for nearly fifteen years; cataloging has used OCLC since 1973; the acquisitions department served as a test site for OCLC' s online acquisitions system in 1981 and had used it since; the reference department and branch libraries have con- ducted bibliographic database searches for over a decade along with searches of OCLC and RLIN; and interlibrary loan has participated in the OCLC ILL subsystem. Rather than presume to know the staff's experience or what techniques to incorpo- rate in our training program, a needs as- sessment instrument was distributed. In- viting staff to complete the training questionnaire was also a form of public re- lations. Each individual's experience be- came important to the success of the train- ing program. Administratively,. it was felt In-house Training Program 531 that if we erred, it would be better to over- involve staff in the needs assessment pro- cess than to overlook them. The needs assessment questions fo- cused on each staff member's experience with automated library systems. Ques- tions addressed types of prior training as well as strengths and weaknesses of pro- grams and invited comments on what to include-and avoid-in training. Of the 75 questionnaires sent out, there were 51 re- sponses, from which came valuable infor- mation that was later applied to construct- ing the training program. To the first question, Have you been trained to use an automated system?, 40 of the 51 respondents answered yes and in- dicated training on more than 20 different systems. This information offered the pos- .sibility of drawing upon a great breadth of experience. Question 2, What type of training did you receive in order to work on the sys- tem?, included 8 options-staff were asked to check all that applied. The re- sponses indicated that 30 had been trained by a coworker and 26 by a supervisor; 32 had learned by following instructions in a manual; 39, on-the-job; 6, through computer-assisted instruction; 3, with a programmed text; 11, in formal course work; and 14, in a vendor-conducted workshop. The responses indicated that nearly all had received training either from a supervisor or coworker or on-the- job. This fact led to the conclusion that good and bad techniques may be practiced and reinforced with each generation of employees. Question 3, Did you feel that you needed a. better background in library functions and automation in general to make the training more meaningful?, at- tempted to determine how important staff development workshops might be in pre- paring staff members for training on the system. Ten respondents answered yes, and 33 said no to this question. In a gen- eral section of the questionnaire, staff were asked Would you attend a basic-level training workshop?, and a few topics were listed. Responses indicated considerable interest in workshops on automation ter- minology and explanations of hardware 532 College & Research Libraries ''It is not adequate to entrust the com- position of a workplace training staff to the unpredictable results of asking for volunteers." and software and how they interact, as well as in the library's relationship to cam- pus computing services. The next few questions addressed train- ing techniques. To the question Did you have sufficient opportunities to ask ques- tions?, the response was unanimous (42 yes, Ono). An open-ended question, What did you consider the single best teaching technique that you would recommend for use in vendor training?, was followed by What would you urge be avoided during vendor training? and a call for additional comments. Staff overwhelmingly re- quested small-group training with much hands-on experience and strongly voiced their disapproval of large lectures without practice time. Information from the needs assessment clearly demonstrated that the majority of staff with prior automated library system training had received instruction through on-the-job sources. This variety of train- ing experience may have been adequate, but there is no indication that it was con- ducted from an instructional perspective that acknowledged the need to present technical information to adults in a man- ner that recognizes their unique life expe- riences. Furthermore, with staff over- whelmingly requesting small-group instruction and hands-on experience, the need for an andragogic approach was un- derscored. Selecting Trainers The success of any staff training pro- gram rests, in a large part, on the compe- tencies, expertise, and motivation level of individual trainers. It is not adequate to entrust the composition of a workplace training staff to the unpredictable results of asking for volunteers; nor is it adequate to request that unit supervisors designate the candidate(s) cf thei.: choice. Otto and November 1987 Glaser recommend that instructors be se- lected for their strong interest in people, professional stature, and proven ability to present detailed instruction in a clear, nonthreatening manner. 25 Tracey argues for a more systematic selection process featuring development of training expec- tations based on organization goals, en- dorsement from the unit administrator, subject-matter expertise, peer respect, communication skills, self-confidence, emotional stability, and flexibility. 26 The information reported in the training questionnaire provided a foundation upon which to build a training program. Eighteen individuals, appointed as the core group of trainers, were selected by the library's three assistant directors and represented all library departments. This was done for two reasons: to guarantee a broad base for the training program and to ensure that each department would have one person well-versed in the systt:;m for coworkers to consult as an internal re- source. Once the trainers were appointed, the immediate question was how best to pre- pare them for the task ahead. The pro- gram proposed more than simply training other staff members to use the system. Be- cause there was no existing mechanism upon which to build the training program, one needed to be developed. Consider- ations included local manuals, customiz- ing procedures, training new staff, updat- ing experienced staff, retraining all staff as enhancements are implemented, explor- ing opportunities for computer-assisted instruction, and evaluating the program. Training the Trainers The university provides excellent sup- port in instructional areas to its adminis- trative and academic departments. Staff in the personnel employee relations office offer professional development work- shops to faculty and staff in numerous ar- eas, including teaching and training effec- tiveness. A specialist in this subject was asked to present a series of workshops on sound training techniques. This series was developed with three major themes, each of which eventually became the basis for a separate workshop: (1) basic con- cepts in adult learning theory, (2) acquisi- tion of training skills, and (3) practical tips for implementing these skills when de- signing or conducting staff training. Because most of those selected to con- duct online catalog training for the Uni- versity of Delaware Library were not fa- miliar with the distinctions between a pedagogic and an andragogic approach to instructing adults, the first workshop ex- plored those differences. Workshop par- ticipants had the opportunity to discuss the fact that an andragogical instructional style would allow trainees to acquire on- line cataloging skills at their own pace. Further, the trainers needed to acknowl- edge their primary roles as technicians/re- source persons available to trainees on a consultant basis. Trainers concentrated their energies on maintaining a support- ive and nonthreatening environment in which each trainee could function most ef- fectively. This need to attend to the learning envi- ronment was stressed continually during the first workshop. As John Diebold has pointed out, automated information tech- nology is a mixed blessing to many organi- zations. The obvious long-term benefits to be gained from a computer-literate work force can easily be offset by employees' anxiety toward things new or different. Feelings of "machine" alienation, lack of self-worth, and fear of failure are common during the learning phases of any comp'uter-based systems implementa- tion. 27 Workshop participants were also required to read a short article that reiter- ated adult learning theory and presented some training ti:gs upon which to base the next workshop. The second workshop examined skills by which trainers could enrich the learn- ing experiences of their trainees. Partici- pants practiced effective listening skills and questioning techniques and reviewed the importance of providing feedback to trainees in descriptive terms such as "Pressing RETURN at this point won't provide the information you want," rather than the evaluative statement ''You must not have been listening this after- noon or you would have known better than to press RETURN now.'' Participants In-house Training Program 533 discussed in detail Wiley's advice regard- ing proper techniques for one-on-one training. His article was significant be- cause it (1) reiterated the importance of creating a positive attitude toward any skills-acquisition process and (2) urged ex- planations of how and why such new skills would make trainees more produc- tive and valuable members of the organi- zation. At the conclusion of the second workshop, participants were given read- ing materials on training program de- sign;29 they also were asked to reflect on the quality of the user training they were about to receive from the system vendor. The third workshop began with a short critique of the vendor training that all par- ticipants had received. They felt this train- ing was satisfactory but oriented too much toward an expectation that trainees would progress through the session at the same place. Several mentioned specific situa- tions in which the directive instructional technique used by the vendor resulted in making the group wait while one person's questions were answered. These observa- tions, along with a thorough discussion of David Cram's recommendations30 for de- signing the ''ideal'' training course, led to the development of two distinct tracks for the library's staff training program. Lesson Design Following the workshops, trainers con- vened in two groups to concentrate on les- son design: one group addressed staff training on the . online catalog and the other, the cataloging component. Each prepared a syllabus, sample searches, training aids, and practice exercises. Con- cepts discussed in the earlier workshops were applied; for example, each lesson was limited to no more than six partici- pants using three terminals. Sessions be- gan with an orientation outlining that les- son's objectives. Trainees were assured that there would be much hands-on expe- rience, consistent exposure to the system, and opportunities for questions. The trainers also decided that a good tech- nique for alleviating fear was to tell all trainees that there was nothing they could do to harm the system. Other useful applications of adult learn- 534 College & Research Libraries ing theory were employed. Cataloging- component trainers reinforced the rele- vance of past experience by calling for comparisons between cataloging on OCLC and the new system. Both groups emphasized an interactive concept in which the machine was assisting the indi- vidual to use the ILS. Blocks of practice time were set aside so that all trainees could finish their exercises and work on the system at their own pace in a non- threatening environment-a trainer was available but not conspicuous. Once the online catalog training was completed, a questionnaire soliciting feedback was distributed to all staff mem- bers. Its intent was to gauge staff response to the sessions and to learn if staff felt the trainers were well prepared. Forty-seven questionnaires were returned, and the re- sponses indicated that the staff were, for the most part, pleased with the sessions. In response to the first question, How would you rate the overall value of your training session?, there were 13 "excel- lent, II 24 "very good, II 8 "satisfactory, II and 2 "unsatisfactory" responses. Briefly reviewing other responses, 45 found that the training was presented in a clear and logical format, 38 found the trainer well prepared, 46 had sufficient time to ask questions, and 44 found their trainers re- sponsive to the questions that were asked. Similarly, staff found the handouts clear and helpful. Finally, 42 felt that the train- ing did prepare them adequately for using the online catalog. An open-ended com- ments section drew few responses. This feedback indicated strong support for the direction taken by the staff training pro- gram. The training programs developed for the online catalog and for cataloging pro- vided a theoretical background and the necessary mechanics. These principles were subsequently included in sessions for advanced cataloging and in a program on the technical services component for public service staff. Because application of andragogic learning theory worked so well, it has been applied to two staff train- ing projects under development. One is a skills workbook for new technical services employees; the second is an interactive, November 1987 computer-based education program on the circulation component. Both present a learning experience that is interactive and self-paced and conducted in a non- threatening environment. OBSERVATIONS AND RECOMMENDATIONS Successfully training staff on a newly implemented ILS can be a time- consuming affair that touches every li- brary department. The successful in- house training program should have a training coordinator with the authority necessary for maintaining the responsibil- ity and full administrative support. 31 As Reynolds wrote, "Assigning training du- ties to whoever on the staff happens to be the most available at a particular time will not suffice." 32 Conversely, adding there- sponsibility of conducting a training pro- gram to an already busy employee may place that person in the position of being unable to dedicate adequate time to other responsibilities. This has been mentioned as a frequent problem in information cen- ters.33 Additionally, it is crucial for trainers to know that their appointment to the train- ing program carries real responsibility. Supervisors must respond appropriately to several key factors: many people who train other employees do not consider themselves to be in a learning delivery role. Instead, they see themselves strictly in terms of their primary work assign- ment. 34 Training priorities and goals must be clearly stated, progress monitored reg- ularly, and contributions recognized. Su- pervisors must understand that trainers need time away from normal duties to practice on the system and to work on planning the program. American employers provide at least 17.6 million formal courses each year to al- most 15 million trainees. 35 For the library as employer, providing staff training on the ILS must be recognized as a necessary expense. It is also a critically important ac- tivity that clarifies and strengthens the re- lationships among organizational mis- sion, long-range planning, project accountability, and professional develop- ment. Viewed in light of these consider- ations, staff training should receive signif- icant attention by library administrators when planning and implementing an ILS. Projections indicate that by 1990 the ma- jority of medium and larger libraries in North America will be automated. 36 Li- brary automation will affect the manner in which virtually all staff members perform their jobs and staff members will play an increasingly larger role in information re- trieval. Creth considers that the signifi- cant role staff play in ''creating a dynamic In-house Training Program 535 future for libraries" requires supervisors to pay serious attention to the job training process. 37 There is no doubt that libraries must now address the question of how best to prepare staff for the changes ahead. The authors suggest a program that emphasizes workshops on adult learning techniques, skills acquisitions, performance measurements, program de- sign, and short- and long-term training objectives. These components are readily transferable to other libraries. REFERENCES 1. Dennis Reynolds, Library Automation: Issues and Applications (New York : Bowker, 1985), p.270. 2. Donald J. Sager, Public Library Administrators' Planning Guide to Automation (Dublin, Ohio: OCLC, c. 1983), p.38. 3. Kenneth E. Dowlin, The Electronic Library: The Promise and the Process (New York: Neal-Schuman, c. 1984), p.109. 4. Elaine Coppola, "Who Trains the Trainer? Library Staff are OPAC Users, Too," Library Hi Tech 1:3 (Winter 1983). 5. Val Urbanek, "Staff Training and Automation: Issues and Concerns for Library Managers," in Microcomputers in Libraries, ed. Ching-chih Chen and Stacey E. Bressler, (New York: Neal- Schuman, c. 1982), p.157. 6. Joseph R. Matthews, ed., A Reader on Choosing an Automated Library System (Chicago: American Library Assn ., 1983), p .201. . 7. Naomi C. Broering and others, Computers and Libraries: A Management Seminar (Washington, D . C.: Georgetown Univ. Medical Center, c. 1982), p.139. 8. Richard Boss, The Library Manager's Guide to Automation, 2d ed. (White Plains, N.Y.: Knowledge Industry, c. 1984), p.l12. 9. Reynolds, p.275. 10. Broering, p.140. 11. Matthews, p.201. 12. Carol Tenopir, "An In-House Training Program for Online Searchers," Online 5:21 (May 1982). 13. George Odiorne, Training by Objectives: An Economical Approach to Management Training (New York: Macmillan, 1970), p.96-106. 14. Ronald Szczypkowski, "Objectives and Activities," in Alan B. Knox, Developing, Administering and Evaluating Adult Education (San Francisco: Jossey-Bass, 1980), p.37-56 . 15. Herman Birnbrauer, "Are We Ready For Hi-Tech?" Training and Development Journal39:4 (Sept . 1985). 16. Sheila D. Creth, Effective On-the-Job Training: Developing Library Human Resources. (Chicago: Ameri- can Library Assn., 1986), p.9. 17. Ibid. 18. Malcolm S. Knowles, The Adult Learner: A Neglected Species, 2d ed. (Houston: Gulf, 1978). 19. Carl R. Rogers, Freedom to Learn (Columbus, Ohio : Merrill, 1969). 20. Reynolds, p.276. 21 . Ron Zemke and Susan Zemke, "30 Things We Know for Sure about Adult Learners, " in Ron Zemke and others, eds., Designing and Delivering Cost Effective Training-and Measuring Results (Minneapolis: Lakewood, 1981), p.117. 22 . Malcolm Knowles, ''Training As An Art Form, '' Training and Development Journal34:56-58 (Mar. 1980). 23. Jerold W. Wiley, "One-On-One Training: A Solid Bet for Skills," in Zemke, p.157. 24. Stephen D. Brookfield, Understanding and Facilitating Adult Learning (San Francisco: Jossey-Bass, 1986), p.9-20. 536 College & Research Libraries November 1987 25. Calvin P. Otto and Roland 0. Glaser, The Management of Training: A Handbook for Training and De- velopment Personnel (Reading, Mass.: Addison-Wesley, 1970), p.336-39. 26. William R. Tracey, Designing Training and Development Systems, rev. ed. (New York: AMACOM, 1984), p.345-47. 27. John Diebold, Managing Infonnation: The Challenge and the Opportunity (New York: American Man- agement Assn., 1985), p.42-43. 28. Zemke, p.115-17. 29. Francis X. Mahoney, "Designing Your Own Training Workshop," 3-part series, Personnel 62:61-66 (Sept. 1985); 62:61-69 (Oct. 1985); 62:56-66 (Nov. 1985). 30. David D. Cram, "How to Design the Ideal Training Course," in Zemke, p.178-82. 31. Bonnie Juergens, "Staff Training Aspects of Circulation System Implementation," in Matthews, p.205. 32. Reynolds, p.275. 33. Sharon Efroymson, "Managing End-User Training," Computerworld 5:49 (May 5, 1986). 34. Anthony P. Carnevale, "The Learning Enterprise," Training and Development Journal40:18 Oan. 1986). 35. Ibid., p.20. 36. Harold Goldstein and Bryna Shore Fraser, Training for Work in the Computer Age, Research Report Series RR-85-09 (Washington, D.C.: National Commission for Employment Policy, 1985), p.69. 37. Creth, p.96. 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Revised and updated to supplement the 13th Edition of Sears List of Subject Headings, (1986) this 3rd edition fills the need for a supplementary list of subject headings that pertain specifically to Canadian topics. SENIORHIGHSCHOOLLIBRARYCATALOG,1JrHEditlon Foii1N71,200 pp. approL $80 tenL U.S. and Canada, $100 lenL other countriea. This five-year service is an annotated list of some 5,000 of the best currently-in-print fiction and non-fiction works written for secondary school students (grades 9-12). This new 13th edition provides a practical tool for collection development, cataloging, and classification. AMERICAN STORYTELLING"' SERIES A Story-Ter• Enterprises Production Volumes 9-12 Spring 1988; Volumes 13-16 Fall1988 Approx. 30 minutes each. Color NHS/Hi-Fi with Viewer'a Guide $99 each U.S. and Canada,$109each othercountriea. Hailed by Booklist as "a wonderful showcase for class- room enrichment and public library circulation," the American Storytelling Series will add 8 all-new videos in 1988, featuring some of America's finest story1ellers, including Jackie Torrence and Brenda Wong Aoki. SPECIAL OFFER! Order a set of 4 Volumes (Vols. 9-12 or 13-16 only) and pay only $349 U.S. and Canada, $389 olher counlries, a savings of $47! BASIC BOOK REPAIR WITH JANE GREENFIELD Fall 1987 Approx. 30 mlnutn CotorNHSIHI-FI with Vlower'o Guida $89 U.S. and Canada, $91 other countrlos. Designed for those who want to keep books, pamphlets. maps, documents and other printed materials in optimum condition, this video demonstrates easy repair techniques. How To USE THE READERS' GUIDE VIDEO Rudy 20 mlnutos ColorNHSIHI-FI, with Vlowor'o Guido $49 U.S. and Canada, $59 other countries whh RHd•rs' Guld• or AbrldgiHi RoadtKo ' Guld• aubscripCion. ($691$79 whhout). This new video makes teaching the use of Readers' Guide and Abridged Readers ' Guide easy and enjoyable. • MAKING FRIENDS Organizing Your Library's Friends Group Fall 1987 Approx. 20 minutes Color/VHS/Hi-FI with Viewer's Guide •nd ALA' s Friends of Libraries Sourcebook and Resource Packet . $59 U.S . 1nd Canada, $69 other countries. This new video explains what a Friends of the Library group is, and shows how to go about setting up a Friends group that can benefit your library. I New From Online Services WILSONDISC '" Now, search 14 WILSONDISC databases on compact disc and online-all for one affordable price. Each database is available on a separate disc, updated and cumulated quarterly. Demonstration Disc Available Containing 6 monlhs of indexing from 16 databases, lhis demo disc is available for only $99, applicable to your first invoice for an annual database subscription. WILSONLINE e WORKSTATION Offering all the hardware needed to use WILSONDISC, SPEECHES OF THE AMERICAN PRESIDENTS WILSONLINE, and WILSEARCH, this package includes compitedbyJanetPodellandStevenAnzovin the new IBM Personal System/2 Model 30, Philips CD Fall UNI7600 pp. approx. $50 lenL u.s. and Canada, $60 lenL other countriea. player and peripherals. At $4,695, the Workstation Selecting 225 notable speeches made by presidents from package includes free installation, a day of training, and a Washington to Reagan, this new book records the history full year of IBM on -site maintenance or component of American presidential rhetoric. replacement. WORLD FILM DIRECTORS, Volume 1 Available only in the u.s. and Pueno R1co . ~~·f:n~.Vs~~~·t:~~~.F;~~~!~~· ~~':"~:u".f~i':O. \~~~~!~4;~i~~~n 1988_> WILSEARCH~~> Now on Apple"" and IBM~~> Volume 1 of this two volume biographical dictionary The WILSEARCH end-user software package is now 'd 212 · d th fl f fl d' t f available for use with the Apple lie as well as IBM and ~~~~~~~he w~~jd _ep pro .• es o t m tree ors rom IBM compatible computers. To Order Call Toll-Free: 1-800-367-6770 In New York State call 1-800-462-6060; In Canada call collect 212-588-8400. THE H.W. WILSON COMPANY 950 UNIVERSITY AVENUE , BRONX, N.Y. 10452