LSLC Training Needs Assessment

To determine strategy for gathering information during onsite interviews

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LSLC Training Needs Assessment by Mind Map: LSLC Training Needs Assessment

1. Do they have yearly evaluation procedures?

2. Phone Skills/Etiquette

3. Attending a Webinar

4. Interest in a Systemwide Staff Day?

5. Interest in a Training/Cont. Ed Committee?

6. Look for an "inside" person at each library

7. Job Positions

7.1. Director

7.2. Asst. Director

7.2.1. AKA Program Associate Administrative Assistant Deputy Director Operations Manager

7.3. Circulation Manager

7.3.1. AKA Team Leader Circulation Supervisor

7.4. Circulation Asst.

7.4.1. AKA Library Assistant Customer Service Specialist Library Clerk Library Aide Page

7.5. Youth Staff

7.5.1. AKA Children's Librarian Youth Services Coordinator Youth Services Librarian Children's Services Family Place Teen Services Coordinator Children's Program Director

7.6. Board

7.7. Volunteer

7.8. Webmaster

7.8.1. AKA Website Manager

7.9. Volunteer Coordinator

7.10. Accountant

7.11. Public Services Librarian

7.12. Adult Services Librarian

7.13. Collection Development Coordinator

7.14. Passport Service

7.15. Technology Coordinator

7.15.1. AKA Manager of Operations & Technology Tech Desk Technical Services Coordinator

7.16. Acquisitions

7.16.1. AKA Library Acquisitions

7.17. Community Relations

7.18. Reference Librarian

7.19. Facilities Coordinator

7.20. Reserves

7.21. Interlibrary Loan

7.22. Business Reference Librarian

7.23. Maintenance

7.24. Branch Coordinator

7.25. Data Controller

7.26. Special Services Coordinator

7.27. Program Manager

8. WebJunction Competencies

8.1. Library Management

8.1.1. Budget & Funding

8.1.2. Community Relations

8.1.3. Facilities

8.1.4. Laws, Policies & Procedures

8.1.5. Marketing

8.1.6. Organizational Leadership

8.1.7. Personnel Management

8.1.8. Project Management

8.1.9. Staff Training & Development

8.1.10. Strategic Planning

8.1.11. Trustees & Friends

8.2. Personal & Interpersonal

8.2.1. Communication

8.2.2. Customer Service

8.2.3. Ethics & Values

8.2.4. Interpersonal

8.2.5. Leadership & Project Management

8.2.6. Learning & Personal Growth

8.3. Public Services

8.3.1. Access Services

8.3.2. Adult & Older Adult Services Adult Services & Outreach Adult (General) Programming Older Adult Services & Programming Readers' Advisory Reference

8.3.3. Children's Services

8.3.4. Collection Development

8.3.5. Patron Training

8.3.6. Young Adult Services

8.4. Technical Services

8.4.1. Acquisitions & Processing

8.4.2. Cataloging

8.4.3. Collection Management

8.4.4. E-Resource Management

8.4.5. Preservation

8.5. Technology: Core Technology

8.5.1. Core E-mail Applications

8.5.2. Core Hardware

8.5.3. Core Internet

8.5.4. Core Operating Systems

8.5.5. Core Software Applications

8.5.6. Core Web Tools

8.6. Technology: Systems & IT

8.6.1. Digital Resource Technology

8.6.2. Enterprise Computing

8.6.3. Hardware

8.6.4. Networking & Security

8.6.5. Operating & Automation Systems

8.6.6. Public Access Computing

8.6.7. Server Administration

8.6.8. Software Applications

8.6.9. Technology Planning

8.6.10. Technology Policies

8.6.11. Technology Training

8.6.12. Web Design & Development

9. Training Delivery Options

9.1. HOW

9.1.1. Hand-on Classes/Workshops

9.1.2. Presentation at a Conference

9.1.3. Self-Paced Tutorials at any computer/Online

9.1.4. How-to-books, Manuals, Quick References/Job Aids & other print materials

9.1.5. Online classes which include discussion/Webinars

9.1.6. Online Video

9.1.7. Online Audio

9.2. WHERE

9.2.1. At the System

9.2.2. In my own Library

9.3. WHEN

9.3.1. Daytime Hours

9.3.2. Evening Hours

9.3.3. Weekends


9.4.1. 3 hours (1/2 day)

9.4.2. 6 hours (full day)

9.4.3. 1 hour

9.4.4. More than one day (in a row)

9.4.5. A series of one day workshops (held over a span of months)

10. Need a Mission Statement for the LSLC Learning (& Development?) Program

11. Computer Skills

11.1. Millennium

11.1.1. Basic Circ

11.1.2. OPAC Overdrive

11.1.3. Holds

11.1.4. Advanced Circ

11.1.5. Create Lists

11.1.6. Web Management Reports

11.1.7. Linking

11.2. LILLY

11.2.1. How to log in

11.2.2. How to find information

11.2.3. How to post/edit information

11.3. Windows

11.3.1. XP - Basic mouse and keyboard skills working with windows

11.3.2. XP - Advanced File management Customizing Windows Desktop Settings

11.3.3. Vista

11.3.4. 7

11.4. Microsoft Office

11.4.1. Word 2003 Level 1 Level 2 Level 3

11.4.2. Excel 2003 Level 1 Level 2 Level 3

11.4.3. Publisher

11.4.4. Powerpoint

11.4.5. Access

11.4.6. Outlook

11.5. Databases

11.6. CAS

11.6.1. iPage

11.7. Social Media

11.7.1. Twitter

11.7.2. Blogging Blogger Wordpress

11.7.3. Podcasts iTunes HowTo

11.7.4. Photo Sharing Flickr Picasa Photobucket

11.7.5. Video Sharing YouTube Vimeo Video Editing

11.7.6. Social Bookmarking delicious diigo

11.7.7. Social Networks Facebook LinkedIn MySpace

11.7.8. RSS Google Reader Bloglines

11.8. Computer Basics

11.9. Peripherals

11.9.1. Scanners

11.9.2. Smartphones

11.9.3. mp3 Players (iPod)

11.9.4. eReaders B&N Nook Sony

11.9.5. Tablets iPad

11.10. Internet

11.10.1. Links/URLs

11.10.2. Search Engines Keyword Phrase

11.10.3. Browsers

11.10.4. Evaluating Web Pages

11.10.5. Google Advanced Searching

11.10.6. Surfing

11.10.7. Email Set Up online account Logging In Reading Composing Attachments Spam

11.10.8. Job and Career Resources Writing Resumes

11.10.9. Geneaology

11.10.10. Buying/Selling eBay Craigslist

11.10.11. TV Hulu

11.10.12. Groceries email circulars online grocery lists

11.11. Photo Editing

11.11.1. Photoshop

11.11.2. Gimp

11.12. Video Editing

11.13. Web Design

11.13.1. DSF

11.14. Calcium Calendar

11.15. Email

11.15.1. Outlook Desktop

11.15.2. OWA

11.15.3. Etiquette

11.15.4. Barracuda Spam Firewall

11.16. Project Management

11.16.1. Basecamp

11.17. Online Surveys

11.17.1. Surveymonkey

11.18. Google

11.18.1. Docs Forms

11.18.2. Calendar

11.19. Attending a Webinar

11.20. PDFs

11.20.1. Viewing

11.20.2. Creating

11.21. Wi-Fi

11.21.1. How to Access

11.21.2. Troubleshoot

11.22. EnvisionWare

12. What are the Libraries Doing?

12.1. Do they have job descriptions

12.2. What internal training are they doing?

12.3. Do they have defined Core Competencies?

12.4. Do they do Performance Appraisals?

12.5. What is their mission statement?

12.6. What are their organizational goals?

13. Needs Assessment Basics Book

13.1. Chapter 1: Why Needs Assessment?

13.1.1. Needs Assessment Stages Stage 1: What are the business needs? Stage 2: What are the performance needs? Stage 4: What are the learner needs?

13.1.2. Steps in Needs Assessment Process Step 1: Conduct external and organiztion scan Step 2: Collect data to identify business needs Step 3: Identify potential training intervention Step 4: Collect data to identify performance, learning, and learner needs Step 5: Analyze data Step 6: Deliver data analysis feedback Transition Step: Begin training design

13.2. Chapter 2: The Training Request

13.2.1. Preparing for the initial library director conversation What is each library's (and the system's) current perception of what I as the Training Coordinator do? Stage 3: What are the learning needs? What is each library's perception of the role of training in supporting business strategies and employee performance? What questions should I ask each library in order to build credibility in order to conduct a training needs assessment?

13.3. Chapter 3: Identifying Questions and Data Sources

13.3.1. If possible, collect data on current performance in areas Measure the Gap between the two

13.3.2. Need to collect data on desired performance in areas There is no gap for learners with no background or experience in the skills

13.3.3. Four Thought Processes 1. identifying the questions that must be answered by the data collection 2. identifying the sources that can supply the required data 3. identifying potential data collection methods 4. choosing the data collection methods

13.3.4. The main objective of data collection in training needs assessment is action, not understanding!!!

13.4. Chapter 4: Evaluating Potential Data Collection Methods

13.4.1. Quantitative Hard Data: Objective & Measurable Frequency Percentage Proportion Time Extant Data Existing records, reports & data Examples Methods to collect Surveys Assessments & Tests Job Task Analyses SMEs

13.4.2. Qualitative Soft Data: Intangible, Anecdotal, Personal, Subjective Opinions Attitudes Assumptions Feelings Values Desires Interviews Importance vs. self-assessment May be recorded Critical Incident Interviews Must be recorded Focus Groups group interview Observation Accompanied by interviews

13.5. Chapter 5: Data Collection Implementation

13.5.1. Choose Quantitative & Qualitative Methods

13.5.2. Considerations Time Needed Other Resources Needed Other Costs Essentialness Availability of Data Sources Logistics Needs Assessor's Skill Level

13.5.3. Implementing Your Data Collection Double-check Make a plan Be flexible Include client regularly & frequently Keep own interpretations & experiences out of the data collection Be objective Use extant data correctly Use others to achieve reliability Plan how to share the data when data collection is complete Skim or sample the data as it is being gathered Stop when you get repetitive data New node

13.5.4. The Ultimate Goal: Generating the Training Design Stage 1: Business Needs Data Stage 2: Performance Needs Stage 3: Learning Needs Stage 4: Learner Needs

13.6. Chapter 6: Data Analysis Findings

13.6.1. Findings vs. Recommendations Identifying Findings Findings are pure; unaffected by the context of the organization or the needs assessor's biases Developing recommendations based on the findings Recommendations are contextual within the organization and situation, as well as with other data

13.6.2. Needs Assessment data analysis adds value in 2 ways 1) Develops a current picture of what's going on 2) Translates the data into action items or recommendations

13.6.3. What Does the Data Say? Quantitative vs. Qualitative Quantitative Qualitative Opportunities to combine Qualitative and Quantitative data Data Analysis results in findings at all four needs assessment stages Stage 1: Business Needs and the Training Intervention Stage 2: Specific Desired Work Performance Stage 3: Training Design Information Stage 4: Training Delivery Information

13.6.4. Descriptive Statistical Analysis Descriptive Statistics - Methods of interpreting data that enable meaning to be derived Interval scale Nominal scale Reliability Validity Frequency Mean=Average Median Mode Percentile Significance Inferential Statistics - Used to present various relationships among values in the data set (ex. standard deviation)

13.6.5. Using Statistics to Derive Meaning If statistical analysis provides indicators that aren't very strong, seek additional corroborating data from your other sources If it doesn't feel right, it probably isn't

13.6.6. Non-Training Needs Tools Regulations Organizational Structure Customers External Pressures Workforce Resources Incentives On the job reinforcement Organizational culture Motivation

13.7. Chapter 7: Data Analysis Recommendations

13.7.1. Recommendations Are Not the Same as Findings 2 purposes of a needs assessment 1) Determine how a training intervention must affect job performance to meet business needs (training needs) 2) Identify what else must change in the organization to support the desired performance (non-training needs)

13.7.2. Making Training Recommendations Learning objectives for the to-be-developed training course Parts of training course content that should be emphasized or deemphasized (helps to avoid a generalized "grab-bag" content set Activities to focus on particular skills: knowledge vs skill practice levels Types of learning activities and training materials Delivery Methods Type of learning environment, prework, postwork, prerequisites, training schedule Audience

13.7.3. Making Non-Training Recommendations Depends on 4 factors 1) How a finding relates in context with other training and non-training findings 2) The training professional's role and level in the organization 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?) 4) Cost of implementing a recommendation compared to how much benefit will be derived from it (ROI)

13.7.4. So, What About ROI? (Net benefits / Costs) * 100 = ROI (%) 4 Steps Step 1: Calculate the projected value of the business goal Step 2: Estimate a reasonable proportion of effect that training can be expected to have on the desired business outcome. Step 3: Calculate the projected costs of the potential training effort (including needs assessment, design, development, delivery and evaluation) Step 4: Calculate the projected ROI (Expected Benefits - Projected Costs = Net Expected Benefits) and the ROI calc. Step 5: Present the projected ROI as a part of my recommendations

13.7.5. Tips for Projecting ROI Don't do so if not conducting a thorough needs assessment

13.8. Chapter 8: Communicating With Your Client

13.8.1. Planning the Feedback Meeting and Presentation Define Your Presentation Goals Know Your Audience Separate Findings from Recommendations Tailor Your Presentation Media and Style Handout Materials Structure Your Time: spend more time on recommendations vs findings Emphasize Information That the Client Can Affect Plan Ahead New node

13.8.2. Making the Presentation Sometimes the presentation is more convincing than the data. Factors that are most influential in a presentation Present findings with as little bias as possible - wait for the recommendations

13.8.3. Steps in the Presentation 1) Begin with a summary of what was done in the needs assessment study. 2) Present the findings first - simple, concise and direct - sometimes passive voice is best (no you). 3) Make an obvious transition to recommendations 4) Be flexible as the meeting goes on 5) Ask for what you want

13.8.4. Next Steps Identify the non-training issues and make recommendations

13.9. Chapter 9: The Ideal Organization Scan

13.9.1. Sources of External and Organization Scan Data Libraries' Missions Libraries' Strategies (Strategic Plans) Libraries' Organizational goals Libraries' Plans and Objectives Libraries' Stated Wants and Needs Libraries' Annual Reports Change implementation or reorganization plans

13.10. Chapter 10: A Final Note

13.10.1. 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 Relationship between stated business and performance needs and the proposed training need Goals at each state that will ultimately be evaluated in the training evaluation process Training design indicators (learning objectives, activities etc) Metrics that will be used to measure learning success and business success during training eval process

13.10.2. Common Errors in Needs Assessment Insufficient data collection or analysis Treating presenting problems only Applying no tools or the wrong tools try to triangulate on training and non-training issues by using variety of data collection methods - at least 2 BUT don't use too many tools = analysis paralysis! Trying a quick fix Applying the wrong fix Giving feedback in wrong "language" Assuming one problem/one solution Failing to identify non-training issues Failing to educate clients regarding non-training issues

13.10.3. What About Performance Consulting?

14. Teaching Technology book

14.1. Part 1: Developing Technology Training Courses Using ADDIE

14.1.1. Step 1: Analysis Importance of Analyzing Learning Aspects Learning styles Preferences to teaching styles aptitudes in a learning situation what motivates them Definition of Learner Analysis Steps for learner analysis Reasons for Analyzing Learners To find out about their current level of knowledge about the subject being taught Find out about the learner's styles and preferences for learning Investigate learner attitudes toward the subject (or learning in general) Categories of Analysis Direct - interaction with the potential learners to hear their needs Indirect - interacting with others or some means of observing learners without interacting with them Formal - gathering data and recording specific and precise responses from learners Informal - collecting or validating general impressions of the learner Direct-formal Indirect-formal Direct-informal Indirect-informal Determining Learners' Needs Visit staff on the job to see the potential learners in their working environment learner needs = gap in knowledge or skills Identifying Learner's Levels of Experience Segregate learners? - beginner, intermediate, advanced Ask those with more experience to sit with someone who has less experience and help out - but ask for volunteers Include a roving assistant to help learners with lower skills Include supplementary materials for both introductory and advanced learners Learner Attitudes ARCS model by John Keller Types of Learning Acquisition of motor (behavioral skills) -behaviors that can be physically taught, learned or demonstrated - moving a mouse, right clicking etc. Acquisition of verbal information -facts and figures that are memorized like definitions, terms concepts etc. 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 Development of cognitive (analytical/problem solving) strategies - a higher-order level of thinking = figuring something out Change of attitude (affective) - things that affect the mood and motivation of learning Styles of Learning Auditory, Visual and Tactile Deductive and Inductive Abstract, Concrete, Reflective and Active

15. My plan?

15.1. First a direct-informal (asking staff casual questions) survey?

15.2. Or first a direct-informal (asking directors about learning issues) survey to identify what should go on the staff survey.

15.3. Be sure to ask specific and measurable questions, not just do you need training on...

15.4. Determine where staff are already on the topics I ask about - novice vs. pro etc.

16. Soft Skills

16.1. Customer Service

16.2. Diversity Training

16.3. Strategic Planning/Goal Setting

16.4. Leadership/Management Training

16.5. Budgeting

16.6. Time Management

16.7. Fundraising

16.8. Managing Volunteers

16.9. Hiring

17. They need to learn how to explain the problems they are experiencing when writing to the helpdesk.

18. Library Science Skills

18.1. Reference

18.2. Research Skills

18.3. Information Literacy

18.4. Collection Development

18.5. Understanding Copyright

18.6. How to Weed

18.7. Running Book Clubs & Reading Groups

18.8. New node

18.9. Grant Writing

18.10. Community Partnering

18.11. Maintaining & Repairing Books

18.12. Protecting Privacy

18.13. Creating Book Displays

18.14. Meeting State & Local Standards