1	Technology Training and Competencies for Libraries Sarah Houghton-Jan, MA, MSLIS Digital Futures Manager, San José Public Library author of LibrarianInBlack.net
2	Why Invest in Staff Tech Training?
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4	What Does It Take?
5	Starting with Competencies What does your staff need to know how to do with technology in order to do their jobs?
6	Benefits of Competencies Equitable expectations for all staff Reveals training needs Accurate job descriptions Helps with performance evaluations Consistent customer service Helps staff adjust and handle change
7	Competencies Cycle
8	Planning and Brainstorming
9	Ten Planning Questions 1) What is your purpose? 2) Who manages the project? 3) Who identifies the competencies? 4) Tech competencies or all competencies? 5) Do you want a core or extensive list?
10	Ten Planning Questions
11	Getting staff buy in – what are the challenges?
12	Getting Staff Buy In Ask staff for their input and use it. Keep everyone informed at all stages. Reassure staff that they don’t have to have all competencies now. Managers must follow project plan. Hold a brainstorming session/party. Fun. Rewards. Food.
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14	Staff Brainstorming Initial literature search Position descriptions Library’s strategic goals Professional associations’ requirements What do your customers need to know? Inventory equipment and software Have basic and advanced competencies? Continue the discussion via blog or wiki
15	Creation
16	Competencies Taskforce Representatives from units and branches Representatives from different position classifications Monthly meetings Online discussion Focus on staff input
17	Coming up with Categories Terminology Hardware Software Security Troubleshooting Library Resources Search & Web Skills Public Computers
18	Include Inspirational Competencies Ongoing learning: “Continually develops skills in using technological tools” (King County Library)‏ Critical thinking: “Demonstrating an understanding of the library’s role and responsibility for introducing applications of technology to the public.” “Demonstrating willingness to step outside of the box to achieve and maintain smooth library operations.” (U Alabama U Libraries)‏
19	Competencies Formats Document (online and/or in print)‏ Blog with entries for each competency (tagged)‏ Wiki Simple HTML page Web options would allow hyperlinks from each competency to a brief “how-to”
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21	Competencies Tips Provide a technology terms glossary If using self-assessments, have three choices: yes, no, or maybe Beware descriptive competencies - make things task-based Beware subjective words like “very” or “enough” Beware of over-doing it (putting too much in)‏
22	Assessment
23	Competencies: Grid Combine the list with the assessment tool
24	Competencies: Outline Combine the list with the assessment tool Library Resources Be familiar with and able to locate the library’s technology-related policies & procedures Be familiar with the library’s intranet Be familiar with the library’s e-resources Know the webpage address for your library Know what resources can be found on the website Know the webpage address for the library’s catalog
25	Types of Assessments “Objective” assessment Automated online test Manually by/with supervisor “Subjective” assessment Self assessing from a checklist Electronic or Paper SurveyMonkey etc. or web form Multiple choice, T/F, checklist
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27	Assessment Implementation 1) Distribute assessment tool with a deadline 2) Review individual and group results 3) Work with supervisors to create individualized training needs list for each employee 4) Job descriptions should be reviewed 5) Add assessment to new-hires checklist
28	Training
29	"“Training should be viewed..." “Training should be viewed as a necessity, not a luxury; as mandatory, not voluntary; and as comprehensive, not superficial…. The consequence of poor training will be that our users will lose confidence in librarians…” -- A. Krissoff and L. Konrad. “Computer Training for Staff and Patrons.” Computers in Libraries, January 1998, Vol. 18 Issue 1.
30	Creating a Training Program Decide on types and numbers of trainings Start with the basic topics Open trainings to all staff…period Mandatory of voluntary attendance? Training budget based on staff needs Set goals and rewards
31	Basic Sample Training Program Phase One (June-July)‏ General Computer skills (4 classroom sessions)‏ Using files & folders (2 classroom sessions)‏ Basic troubleshooting (4 classroom sessions)‏ E-mail (online self-paced tutorial)‏ Library eResources (several online tutorials)‏ Phase Two (August-October)‏ Library 2.0 and Web 2.0 (self-training series)‏ Advanced Web Services (self-training series)‏
32	What are the different ways staff learn new skills?
33	Scheduled Learning Peer training (train the trainer)‏ Classroom training (small or large groups)‏ Daily or weekly learn-by-email tutorials Webcasts and teleconferences Conferences and outside seminars Use in-house talent! Bring consultants in for large group training
34	Unscheduled Learning Read a book, article, listserv or blog post Review online tutorials See what other nearby libraries are doing View recorded webcasts, podcasts, screencasts, or videocasts Asynchronous online courses On the spot oh-gosh-I-gotta-know-this-now peer training
35	eLearning Options Online Programming for All Libraries SirsiDynix Institute WebJunction Learning Webinars Infopeople Webcasts 5 Weeks to a Social Library ALA & State Organization eLearning Options
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37	Ongoing Learning Give staff 15 minutes a day to study/learn. Schedule 1 off-desk hour for self-study. Encourage conference/lecture attendance. Share online tutorials, printed materials, demos.
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40	Learning 2.0 23 Things, blog-based, MP3 players and raffles Three main initiatives of the program Encourage exploration of Web 2.0 and new technologies Provide staff with new free tools to better support the library’s mission Reward staff for completing the exercises
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43	Learning 2.0's Outcomes Success at most libraries that tried it (but not all)‏ At PLCMC 67% of all staff, including full and part time staff in all positions, participated in the program 41% of all staff (61% of participants) finished the program
44	Training Tips Magic Number 2: <2 hours and >2 sessions Use real world examples Make the class fun – discussions, exercises Highlight tips and tricks
45	Training Tips Always have handouts and online materials Encourage student independence Ask students to dream (a to-do list) at the end Create a forum for further collaboration
46	"new technologies" new technologies = new competencies = new training
47	Reassessment
48	Ongoing Reassessment Annual or biannual reviews Goal-setting for individuals and the library Rewards for success Consequences for failure Transfer Pay step decrease Demotion
49	Staff Who Don't Meet Expectations Are people “untrainable”? If staff don’t meet the bare minimum required to do the job, who suffers? Other staff The image of the library The customers
50	Problem Areas to Watch For Equal application of expectations across the organization Supervisors supporting staff learning Giving staff enough time to be trained Follow up and enthusiasm from management Acknowledgement of success
51	Measuring Success Assessment and reassessment comparison Staff reporting of confidence in their abilities Anecdotal evidence from staff Training evaluations Successful technology launches Better customer service experiences
52	Celebrate Success Have contests between units/locations Any group that improves 20% on the whole gets a catered lunch Individual rewards are crucial Awards for most-improved individual and group Entire library celebrates Do something out of the ordinary
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55	Additional Resources Technology Competencies and Training for Libraries Library Technology Report by Sarah Houghton-Jan “Skills for the 21st Century Librarian” by Meredith Farkas “20 Technology Skills Every Educator Should Have” by Laura Turner “Learning 2.0: Lessons Learned from Play” by Helene Blowers
56	Questions? Sarah Houghton-Jan Email: LibrarianInBlack@gmail.com IM: LibrarianInBlack Web: LibrarianInBlack.net