LSLC Training Needs Assessment

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

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)

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