LSLC Training Needs Assessment
by Stephanie Zimmerman
1. Do they have yearly evaluation procedures?
2. Computer Skills
2.1. Millennium
2.1.1. Basic Circ
2.1.2. OPAC
2.1.2.1. Overdrive
2.1.3. Holds
2.1.4. Advanced Circ
2.1.5. Create Lists
2.1.6. Web Management Reports
2.1.7. Linking
2.2. LILLY
2.2.1. How to log in
2.2.2. How to find information
2.2.3. How to post/edit information
2.3. Windows
2.3.1. XP - Basic
2.3.1.1. mouse and keyboard skills
2.3.1.2. working with windows
2.3.2. XP - Advanced
2.3.2.1. File management
2.3.2.2. Customizing Windows
2.3.2.3. Desktop Settings
2.3.3. Vista
2.3.4. 7
2.4. Microsoft Office
2.4.1. Word 2003
2.4.1.1. Level 1
2.4.1.2. Level 2
2.4.1.3. Level 3
2.4.2. Excel 2003
2.4.2.1. Level 1
2.4.2.2. Level 2
2.4.2.3. Level 3
2.4.3. Publisher
2.4.4. Powerpoint
2.4.5. Access
2.4.6. Outlook
2.5. Databases
2.6. CAS
2.6.1. iPage
2.7. Social Media
2.7.1. Twitter
2.7.2. Blogging
2.7.2.1. Blogger
2.7.2.2. Wordpress
2.7.3. Podcasts
2.7.3.1. iTunes
2.7.3.2. HowTo
2.7.4. Photo Sharing
2.7.4.1. Flickr
2.7.4.2. Picasa
2.7.4.3. Photobucket
2.7.5. Video Sharing
2.7.5.1. YouTube
2.7.5.2. Vimeo
2.7.5.3. Video Editing
2.7.6. Social Bookmarking
2.7.6.1. delicious
2.7.6.2. diigo
2.7.7. Social Networks
2.7.7.1. Facebook
2.7.7.2. LinkedIn
2.7.7.3. MySpace
2.7.8. RSS
2.7.8.1. Google Reader
2.7.8.2. Bloglines
2.8. Computer Basics
2.9. Peripherals
2.9.1. Scanners
2.9.2. Smartphones
2.9.3. mp3 Players (iPod)
2.9.4. eReaders
2.9.4.1. B&N Nook
2.9.4.2. Sony
2.9.5. Tablets
2.9.5.1. iPad
2.10. Internet
2.10.1. Links/URLs
2.10.2. Search Engines
2.10.2.1. Keyword
2.10.2.2. Phrase
2.10.3. Browsers
2.10.4. Evaluating Web Pages
2.10.5. Google
2.10.5.1. Advanced Searching
2.10.6. Surfing
2.10.7. Email
2.10.7.1. Set Up online account
2.10.7.2. Logging In
2.10.7.3. Reading
2.10.7.4. Composing
2.10.7.5. Attachments
2.10.7.6. Spam
2.10.8. Job and Career Resources
2.10.8.1. Writing Resumes
2.10.9. Geneaology
2.10.10. Buying/Selling
2.10.10.1. eBay
2.10.10.2. Craigslist
2.10.11. TV
2.10.11.1. Hulu
2.10.12. Groceries
2.10.12.1. email circulars
2.10.12.2. online grocery lists
2.11. Photo Editing
2.11.1. Photoshop
2.11.2. Gimp
2.12. Video Editing
2.13. Web Design
2.13.1. DSF
2.14. Calcium Calendar
2.15. Email
2.15.1. Outlook Desktop
2.15.2. OWA
2.15.3. Etiquette
2.15.4. Barracuda Spam Firewall
2.16. Project Management
2.16.1. Basecamp
2.17. Online Surveys
2.17.1. Surveymonkey
2.18. Google
2.18.1. Docs
2.18.1.1. Forms
2.18.2. Calendar
2.19. Attending a Webinar
2.20. PDFs
2.20.1. Viewing
2.20.2. Creating
2.21. Wi-Fi
2.21.1. How to Access
2.21.2. Troubleshoot
2.22. EnvisionWare
3. Phone Skills/Etiquette
4. Attending a Webinar
5. What are the Libraries Doing?
5.1. Do they have job descriptions
5.2. What internal training are they doing?
5.3. Do they have defined Core Competencies?
5.4. Do they do Performance Appraisals?
5.5. What is their mission statement?
5.6. What are their organizational goals?
6. Interest in a Systemwide Staff Day?
7. Interest in a Training/Cont. Ed Committee?
8. Look for an "inside" person at each library
9. Job Positions
9.1. Director
9.2. Asst. Director
9.2.1. AKA
9.2.1.1. Program Associate
9.2.1.2. Administrative Assistant
9.2.1.3. Deputy Director
9.2.1.4. Operations Manager
9.3. Circulation Manager
9.3.1. AKA
9.3.1.1. Team Leader
9.3.1.2. Circulation Supervisor
9.4. Circulation Asst.
9.4.1. AKA
9.4.1.1. Library Assistant
9.4.1.2. Customer Service Specialist
9.4.1.3. Library Clerk
9.4.1.4. Library Aide
9.4.1.5. Page
9.5. Youth Staff
9.5.1. AKA
9.5.1.1. Children's Librarian
9.5.1.2. Youth Services Coordinator
9.5.1.3. Youth Services Librarian
9.5.1.4. Children's Services
9.5.1.5. Family Place Teen Services Coordinator
9.5.1.6. Children's Program Director
9.6. Board
9.7. Volunteer
9.8. Webmaster
9.8.1. AKA
9.8.1.1. Website Manager
9.9. Volunteer Coordinator
9.10. Accountant
9.11. Public Services Librarian
9.12. Adult Services Librarian
9.13. Collection Development Coordinator
9.14. Passport Service
9.15. Technology Coordinator
9.15.1. AKA
9.15.1.1. Manager of Operations & Technology
9.15.1.2. Tech Desk
9.15.1.3. Technical Services Coordinator
9.16. Acquisitions
9.16.1. AKA
9.16.1.1. Library Acquisitions
9.17. Community Relations
9.18. Reference Librarian
9.19. Facilities Coordinator
9.20. Reserves
9.21. Interlibrary Loan
9.22. Business Reference Librarian
9.23. Maintenance
9.24. Branch Coordinator
9.25. Data Controller
9.26. Special Services Coordinator
9.27. Program Manager
10. WebJunction Competencies
10.1. Library Management
10.1.1. Budget & Funding
10.1.2. Community Relations
10.1.3. Facilities
10.1.4. Laws, Policies & Procedures
10.1.5. Marketing
10.1.6. Organizational Leadership
10.1.7. Personnel Management
10.1.8. Project Management
10.1.9. Staff Training & Development
10.1.10. Strategic Planning
10.1.11. Trustees & Friends
10.2. Personal & Interpersonal
10.2.1. Communication
10.2.2. Customer Service
10.2.3. Ethics & Values
10.2.4. Interpersonal
10.2.5. Leadership & Project Management
10.2.6. Learning & Personal Growth
10.3. Public Services
10.3.1. Access Services
10.3.2. Adult & Older Adult Services
10.3.2.1. Adult Services & Outreach
10.3.2.2. Adult (General) Programming
10.3.2.3. Older Adult Services & Programming
10.3.2.4. Readers' Advisory
10.3.2.5. Reference
10.3.3. Children's Services
10.3.4. Collection Development
10.3.5. Patron Training
10.3.6. Young Adult Services
10.4. Technical Services
10.4.1. Acquisitions & Processing
10.4.2. Cataloging
10.4.3. Collection Management
10.4.4. E-Resource Management
10.4.5. Preservation
10.5. Technology: Core Technology
10.5.1. Core E-mail Applications
10.5.2. Core Hardware
10.5.3. Core Internet
10.5.4. Core Operating Systems
10.5.5. Core Software Applications
10.5.6. Core Web Tools
10.6. Technology: Systems & IT
10.6.1. Digital Resource Technology
10.6.2. Enterprise Computing
10.6.3. Hardware
10.6.4. Networking & Security
10.6.5. Operating & Automation Systems
10.6.6. Public Access Computing
10.6.7. Server Administration
10.6.8. Software Applications
10.6.9. Technology Planning
10.6.10. Technology Policies
10.6.11. Technology Training
10.6.12. Web Design & Development
11. Needs Assessment Basics Book
11.1. Chapter 1: Why Needs Assessment?
11.1.1. Needs Assessment Stages
11.1.1.1. Stage 1: What are the business needs?
11.1.1.2. Stage 2: What are the performance needs?
11.1.1.3. Stage 4: What are the learner needs?
11.1.2. Steps in Needs Assessment Process
11.1.2.1. Step 1: Conduct external and organiztion scan
11.1.2.2. Step 2: Collect data to identify business needs
11.1.2.3. Step 3: Identify potential training intervention
11.1.2.4. Step 4: Collect data to identify performance, learning, and learner needs
11.1.2.5. Step 5: Analyze data
11.1.2.6. Step 6: Deliver data analysis feedback
11.1.2.7. Transition Step: Begin training design
11.2. Chapter 2: The Training Request
11.2.1. Preparing for the initial library director conversation
11.2.1.1. What is each library's (and the system's) current perception of what I as the Training Coordinator do?
11.2.1.2. Stage 3: What are the learning needs?
11.2.1.3. What is each library's perception of the role of training in supporting business strategies and employee performance?
11.2.1.4. What questions should I ask each library in order to build credibility in order to conduct a training needs assessment?
11.3. Chapter 3: Identifying Questions and Data Sources
11.3.1. If possible, collect data on current performance in areas
11.3.1.1. Measure the Gap between the two
11.3.2. Need to collect data on desired performance in areas
11.3.2.1. There is no gap for learners with no background or experience in the skills
11.3.3. Four Thought Processes
11.3.3.1. 1. identifying the questions that must be answered by the data collection
11.3.3.2. 2. identifying the sources that can supply the required data
11.3.3.3. 3. identifying potential data collection methods
11.3.3.4. 4. choosing the data collection methods
11.3.4. The main objective of data collection in training needs assessment is action, not understanding!!!
11.4. Chapter 4: Evaluating Potential Data Collection Methods
11.4.1. Quantitative
11.4.1.1. Hard Data: Objective & Measurable
11.4.1.1.1. Frequency
11.4.1.1.2. Percentage
11.4.1.1.3. Proportion
11.4.1.1.4. Time
11.4.1.2. Extant Data
11.4.1.2.1. Existing records, reports & data
11.4.1.2.2. Examples
11.4.1.2.3. Methods to collect
11.4.1.3. Surveys
11.4.1.4. Assessments & Tests
11.4.1.5. Job Task Analyses
11.4.1.5.1. SMEs
11.4.2. Qualitative
11.4.2.1. Soft Data: Intangible, Anecdotal, Personal, Subjective
11.4.2.1.1. Opinions
11.4.2.1.2. Attitudes
11.4.2.1.3. Assumptions
11.4.2.1.4. Feelings
11.4.2.1.5. Values
11.4.2.1.6. Desires
11.4.2.2. Interviews
11.4.2.2.1. Importance vs. self-assessment
11.4.2.2.2. May be recorded
11.4.2.3. Critical Incident Interviews
11.4.2.3.1. Must be recorded
11.4.2.4. Focus Groups
11.4.2.4.1. group interview
11.4.2.5. Observation
11.4.2.5.1. Accompanied by interviews
11.5. Chapter 5: Data Collection Implementation
11.5.1. Choose Quantitative & Qualitative Methods
11.5.2. Considerations
11.5.2.1. Time Needed
11.5.2.2. Other Resources Needed
11.5.2.3. Other Costs
11.5.2.4. Essentialness
11.5.2.5. Availability of Data Sources
11.5.2.6. Logistics
11.5.2.7. Needs Assessor's Skill Level
11.5.3. Implementing Your Data Collection
11.5.3.1. Double-check
11.5.3.2. Make a plan
11.5.3.3. Be flexible
11.5.3.4. Include client regularly & frequently
11.5.3.5. Keep own interpretations & experiences out of the data collection
11.5.3.6. Be objective
11.5.3.7. Use extant data correctly
11.5.3.8. Use others to achieve reliability
11.5.3.9. Plan how to share the data when data collection is complete
11.5.3.10. Skim or sample the data as it is being gathered
11.5.3.11. Stop when you get repetitive data
11.5.3.12. New node
11.5.4. The Ultimate Goal: Generating the Training Design
11.5.4.1. Stage 1: Business Needs Data
11.5.4.2. Stage 2: Performance Needs
11.5.4.3. Stage 3: Learning Needs
11.5.4.4. Stage 4: Learner Needs
11.6. Chapter 6: Data Analysis Findings
11.6.1. Findings vs. Recommendations
11.6.1.1. Identifying Findings
11.6.1.1.1. Findings are pure; unaffected by the context of the organization or the needs assessor's biases
11.6.1.2. Developing recommendations based on the findings
11.6.1.2.1. Recommendations are contextual within the organization and situation, as well as with other data
11.6.2. Needs Assessment data analysis adds value in 2 ways
11.6.2.1. 1) Develops a current picture of what's going on
11.6.2.2. 2) Translates the data into action items or recommendations
11.6.3. What Does the Data Say?
11.6.3.1. Quantitative vs. Qualitative
11.6.3.1.1. Quantitative
11.6.3.1.2. Qualitative
11.6.3.1.3. Opportunities to combine Qualitative and Quantitative data
11.6.3.2. Data Analysis results in findings at all four needs assessment stages
11.6.3.2.1. Stage 1: Business Needs and the Training Intervention
11.6.3.2.2. Stage 2: Specific Desired Work Performance
11.6.3.2.3. Stage 3: Training Design Information
11.6.3.2.4. Stage 4: Training Delivery Information
11.6.4. Descriptive Statistical Analysis
11.6.4.1. Descriptive Statistics - Methods of interpreting data that enable meaning to be derived
11.6.4.1.1. Interval scale
11.6.4.1.2. Nominal scale
11.6.4.1.3. Reliability
11.6.4.1.4. Validity
11.6.4.1.5. Frequency
11.6.4.1.6. Mean=Average
11.6.4.1.7. Median
11.6.4.1.8. Mode
11.6.4.1.9. Percentile
11.6.4.1.10. Significance
11.6.4.2. Inferential Statistics - Used to present various relationships among values in the data set (ex. standard deviation)
11.6.5. Using Statistics to Derive Meaning
11.6.5.1. If statistical analysis provides indicators that aren't very strong, seek additional corroborating data from your other sources
11.6.5.2. If it doesn't feel right, it probably isn't
11.6.6. Non-Training Needs
11.6.6.1. Tools
11.6.6.2. Regulations
11.6.6.3. Organizational Structure
11.6.6.4. Customers
11.6.6.5. External Pressures
11.6.6.6. Workforce
11.6.6.7. Resources
11.6.6.8. Incentives
11.6.6.9. On the job reinforcement
11.6.6.10. Organizational culture
11.6.6.11. Motivation
11.7. Chapter 7: Data Analysis Recommendations
11.7.1. Recommendations Are Not the Same as Findings
11.7.1.1. 2 purposes of a needs assessment
11.7.1.1.1. 1) Determine how a training intervention must affect job performance to meet business needs (training needs)
11.7.1.1.2. 2) Identify what else must change in the organization to support the desired performance (non-training needs)
11.7.2. Making Training Recommendations
11.7.2.1. Learning objectives for the to-be-developed training course
11.7.2.2. Parts of training course content that should be emphasized or deemphasized (helps to avoid a generalized "grab-bag" content set
11.7.2.3. Activities to focus on particular skills: knowledge vs skill practice levels
11.7.2.4. Types of learning activities and training materials
11.7.2.5. Delivery Methods
11.7.2.6. Type of learning environment, prework, postwork, prerequisites, training schedule
11.7.2.7. Audience
11.7.3. Making Non-Training Recommendations
11.7.3.1. Depends on 4 factors
11.7.3.1.1. 1) How a finding relates in context with other training and non-training findings
11.7.3.1.2. 2) The training professional's role and level in the organization
11.7.3.1.3. 3) Perception of the training function within the organization (Is training function seen as an internal consulting function that focuses on job performance or as a training provider on request?)
11.7.3.1.4. 4) Cost of implementing a recommendation compared to how much benefit will be derived from it (ROI)
11.7.4. So, What About ROI?
11.7.4.1. (Net benefits / Costs) * 100 = ROI (%)
11.7.4.2. 4 Steps
11.7.4.2.1. Step 1: Calculate the projected value of the business goal
11.7.4.2.2. Step 2: Estimate a reasonable proportion of effect that training can be expected to have on the desired business outcome.
11.7.4.2.3. Step 3: Calculate the projected costs of the potential training effort (including needs assessment, design, development, delivery and evaluation)
11.7.4.2.4. Step 4: Calculate the projected ROI (Expected Benefits - Projected Costs = Net Expected Benefits) and the ROI calc.
11.7.4.2.5. Step 5: Present the projected ROI as a part of my recommendations
11.7.5. Tips for Projecting ROI
11.7.5.1. Don't do so if not conducting a thorough needs assessment
11.8. Chapter 8: Communicating With Your Client
11.8.1. Planning the Feedback Meeting and Presentation
11.8.1.1. Define Your Presentation Goals
11.8.1.2. Know Your Audience
11.8.1.3. Separate Findings from Recommendations
11.8.1.4. Tailor Your Presentation Media and Style
11.8.1.5. Handout Materials
11.8.1.6. Structure Your Time: spend more time on recommendations vs findings
11.8.1.7. Emphasize Information That the Client Can Affect
11.8.1.8. Plan Ahead
11.8.1.9. New node
11.8.2. Making the Presentation
11.8.2.1. Sometimes the presentation is more convincing than the data.
11.8.2.1.1. Factors that are most influential in a presentation
11.8.2.2. Present findings with as little bias as possible - wait for the recommendations
11.8.3. Steps in the Presentation
11.8.3.1. 1) Begin with a summary of what was done in the needs assessment study.
11.8.3.2. 2) Present the findings first - simple, concise and direct - sometimes passive voice is best (no you).
11.8.3.3. 3) Make an obvious transition to recommendations
11.8.3.4. 4) Be flexible as the meeting goes on
11.8.3.5. 5) Ask for what you want
11.8.4. Next Steps
11.8.4.1. Identify the non-training issues and make recommendations
11.9. Chapter 9: The Ideal Organization Scan
11.9.1. Sources of External and Organization Scan Data
11.9.1.1. Libraries' Missions
11.9.1.2. Libraries' Strategies (Strategic Plans)
11.9.1.3. Libraries' Organizational goals
11.9.1.4. Libraries' Plans and Objectives
11.9.1.5. Libraries' Stated Wants and Needs
11.9.1.6. Libraries' Annual Reports
11.9.1.7. Change implementation or reorganization plans
11.10. Chapter 10: A Final Note
11.10.1. Other outputs that assessments produce beyond main goal of how training can help org reach its business and performance goals and the valuable output of non-training factors
11.10.1.1. Relationship between stated business and performance needs and the proposed training need
11.10.1.2. Goals at each state that will ultimately be evaluated in the training evaluation process
11.10.1.3. Training design indicators (learning objectives, activities etc)
11.10.1.4. Metrics that will be used to measure learning success and business success during training eval process
11.10.2. Common Errors in Needs Assessment
11.10.2.1. Insufficient data collection or analysis
11.10.2.2. Treating presenting problems only
11.10.2.3. Applying no tools or the wrong tools
11.10.2.3.1. try to triangulate on training and non-training issues by using variety of data collection methods - at least 2
11.10.2.3.2. BUT don't use too many tools = analysis paralysis!
11.10.2.4. Trying a quick fix
11.10.2.5. Applying the wrong fix
11.10.2.6. Giving feedback in wrong "language"
11.10.2.7. Assuming one problem/one solution
11.10.2.8. Failing to identify non-training issues
11.10.2.9. Failing to educate clients regarding non-training issues
11.10.3. What About Performance Consulting?
12. Teaching Technology book
12.1. Part 1: Developing Technology Training Courses Using ADDIE
12.1.1. Step 1: Analysis
12.1.1.1. Importance of Analyzing Learning Aspects
12.1.1.1.1. Learning styles
12.1.1.1.2. Preferences to teaching styles
12.1.1.1.3. aptitudes in a learning situation
12.1.1.1.4. what motivates them
12.1.1.2. Definition of Learner Analysis
12.1.1.2.1. Steps for learner analysis
12.1.1.3. Reasons for Analyzing Learners
12.1.1.3.1. To find out about their current level of knowledge about the subject being taught
12.1.1.3.2. Find out about the learner's styles and preferences for learning
12.1.1.3.3. Investigate learner attitudes toward the subject (or learning in general)
12.1.1.4. Categories of Analysis
12.1.1.4.1. Direct - interaction with the potential learners to hear their needs
12.1.1.4.2. Indirect - interacting with others or some means of observing learners without interacting with them
12.1.1.4.3. Formal - gathering data and recording specific and precise responses from learners
12.1.1.4.4. Informal - collecting or validating general impressions of the learner
12.1.1.4.5. Direct-formal
12.1.1.4.6. Indirect-formal
12.1.1.4.7. Direct-informal
12.1.1.4.8. Indirect-informal
12.1.1.5. Determining Learners' Needs
12.1.1.5.1. Visit staff on the job to see the potential learners in their working environment
12.1.1.5.2. learner needs = gap in knowledge or skills
12.1.1.6. Identifying Learner's Levels of Experience
12.1.1.6.1. Segregate learners? - beginner, intermediate, advanced
12.1.1.6.2. Ask those with more experience to sit with someone who has less experience and help out - but ask for volunteers
12.1.1.6.3. Include a roving assistant to help learners with lower skills
12.1.1.6.4. Include supplementary materials for both introductory and advanced learners
12.1.1.7. Learner Attitudes
12.1.1.7.1. ARCS model by John Keller
12.1.1.8. Types of Learning
12.1.1.8.1. Acquisition of motor (behavioral skills) -behaviors that can be physically taught, learned or demonstrated - moving a mouse, right clicking etc.
12.1.1.8.2. Acquisition of verbal information -facts and figures that are memorized like definitions, terms concepts etc.
12.1.1.8.3. Development of intellectual (procedural/conceptual/rule-based) skills - anything other than physical, verbal, or attitude skills. Anything to do with basic or low-level thinking = processes with a varying number of steps from simple to complex - much of traditional training falls here
12.1.1.8.4. Development of cognitive (analytical/problem solving) strategies - a higher-order level of thinking = figuring something out
12.1.1.8.5. Change of attitude (affective) - things that affect the mood and motivation of learning
12.1.1.9. Styles of Learning
12.1.1.9.1. Auditory, Visual and Tactile
12.1.1.9.2. Deductive and Inductive
12.1.1.9.3. Abstract, Concrete, Reflective and Active
13. My plan?
13.1. First a direct-informal (asking staff casual questions) survey?
13.2. Or first a direct-informal (asking directors about learning issues) survey to identify what should go on the staff survey.
13.3. Be sure to ask specific and measurable questions, not just do you need training on...
13.4. Determine where staff are already on the topics I ask about - novice vs. pro etc.
14. Soft Skills
14.1. Customer Service
14.2. Diversity Training
14.3. Strategic Planning/Goal Setting
14.4. Leadership/Management Training
14.5. Budgeting
14.6. Time Management
14.7. Fundraising
14.8. Managing Volunteers
14.9. Hiring
15. They need to learn how to explain the problems they are experiencing when writing to the helpdesk.
16. Library Science Skills
16.1. Reference
16.2. Research Skills
16.3. Information Literacy
16.4. Collection Development
16.5. Understanding Copyright
16.6. How to Weed
16.7. Running Book Clubs & Reading Groups
16.8. New node
16.9. Grant Writing
16.10. Community Partnering
16.11. Maintaining & Repairing Books
16.12. Protecting Privacy
16.13. Creating Book Displays
16.14. Meeting State & Local Standards
17. Training Delivery Options
17.1. HOW
17.1.1. Hand-on Classes/Workshops
17.1.2. Presentation at a Conference
17.1.3. Self-Paced Tutorials at any computer/Online
17.1.4. How-to-books, Manuals, Quick References/Job Aids & other print materials
17.1.5. Online classes which include discussion/Webinars
17.1.6. Online Video
17.1.7. Online Audio
17.2. WHERE
17.2.1. At the System
17.2.2. In my own Library
17.3. WHEN
17.3.1. Daytime Hours
17.3.2. Evening Hours
17.3.3. Weekends
17.4. LENGTH
17.4.1. 3 hours (1/2 day)
17.4.2. 6 hours (full day)
17.4.3. 1 hour
17.4.4. More than one day (in a row)
17.4.5. A series of one day workshops (held over a span of months)