LSLC Training Needs Assessment

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LSLC Training Needs Assessment por 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

7.2.1.1. Program Associate

7.2.1.2. Administrative Assistant

7.2.1.3. Deputy Director

7.2.1.4. Operations Manager

7.3. Circulation Manager

7.3.1. AKA

7.3.1.1. Team Leader

7.3.1.2. Circulation Supervisor

7.4. Circulation Asst.

7.4.1. AKA

7.4.1.1. Library Assistant

7.4.1.2. Customer Service Specialist

7.4.1.3. Library Clerk

7.4.1.4. Library Aide

7.4.1.5. Page

7.5. Youth Staff

7.5.1. AKA

7.5.1.1. Children's Librarian

7.5.1.2. Youth Services Coordinator

7.5.1.3. Youth Services Librarian

7.5.1.4. Children's Services

7.5.1.5. Family Place Teen Services Coordinator

7.5.1.6. Children's Program Director

7.6. Board

7.7. Volunteer

7.8. Webmaster

7.8.1. AKA

7.8.1.1. 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

7.15.1.1. Manager of Operations & Technology

7.15.1.2. Tech Desk

7.15.1.3. Technical Services Coordinator

7.16. Acquisitions

7.16.1. AKA

7.16.1.1. 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

8.3.2.1. Adult Services & Outreach

8.3.2.2. Adult (General) Programming

8.3.2.3. Older Adult Services & Programming

8.3.2.4. Readers' Advisory

8.3.2.5. 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. LENGTH

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

11.1.2.1. 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

11.3.1.1. mouse and keyboard skills

11.3.1.2. working with windows

11.3.2. XP - Advanced

11.3.2.1. File management

11.3.2.2. Customizing Windows

11.3.2.3. Desktop Settings

11.3.3. Vista

11.3.4. 7

11.4. Microsoft Office

11.4.1. Word 2003

11.4.1.1. Level 1

11.4.1.2. Level 2

11.4.1.3. Level 3

11.4.2. Excel 2003

11.4.2.1. Level 1

11.4.2.2. Level 2

11.4.2.3. 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

11.7.2.1. Blogger

11.7.2.2. Wordpress

11.7.3. Podcasts

11.7.3.1. iTunes

11.7.3.2. HowTo

11.7.4. Photo Sharing

11.7.4.1. Flickr

11.7.4.2. Picasa

11.7.4.3. Photobucket

11.7.5. Video Sharing

11.7.5.1. YouTube

11.7.5.2. Vimeo

11.7.5.3. Video Editing

11.7.6. Social Bookmarking

11.7.6.1. delicious

11.7.6.2. diigo

11.7.7. Social Networks

11.7.7.1. Facebook

11.7.7.2. LinkedIn

11.7.7.3. MySpace

11.7.8. RSS

11.7.8.1. Google Reader

11.7.8.2. 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

11.9.4.1. B&N Nook

11.9.4.2. Sony

11.9.5. Tablets

11.9.5.1. iPad

11.10. Internet

11.10.1. Links/URLs

11.10.2. Search Engines

11.10.2.1. Keyword

11.10.2.2. Phrase

11.10.3. Browsers

11.10.4. Evaluating Web Pages

11.10.5. Google

11.10.5.1. Advanced Searching

11.10.6. Surfing

11.10.7. Email

11.10.7.1. Set Up online account

11.10.7.2. Logging In

11.10.7.3. Reading

11.10.7.4. Composing

11.10.7.5. Attachments

11.10.7.6. Spam

11.10.8. Job and Career Resources

11.10.8.1. Writing Resumes

11.10.9. Geneaology

11.10.10. Buying/Selling

11.10.10.1. eBay

11.10.10.2. Craigslist

11.10.11. TV

11.10.11.1. Hulu

11.10.12. Groceries

11.10.12.1. email circulars

11.10.12.2. 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

11.18.1.1. 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

13.1.1.1. Stage 1: What are the business needs?

13.1.1.2. Stage 2: What are the performance needs?

13.1.1.3. Stage 4: What are the learner needs?

13.1.2. Steps in Needs Assessment Process

13.1.2.1. Step 1: Conduct external and organiztion scan

13.1.2.2. Step 2: Collect data to identify business needs

13.1.2.3. Step 3: Identify potential training intervention

13.1.2.4. Step 4: Collect data to identify performance, learning, and learner needs

13.1.2.5. Step 5: Analyze data

13.1.2.6. Step 6: Deliver data analysis feedback

13.1.2.7. Transition Step: Begin training design

13.2. Chapter 2: The Training Request

13.2.1. Preparing for the initial library director conversation

13.2.1.1. What is each library's (and the system's) current perception of what I as the Training Coordinator do?

13.2.1.2. Stage 3: What are the learning needs?

13.2.1.3. What is each library's perception of the role of training in supporting business strategies and employee performance?

13.2.1.4. 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

13.3.1.1. Measure the Gap between the two

13.3.2. Need to collect data on desired performance in areas

13.3.2.1. There is no gap for learners with no background or experience in the skills

13.3.3. Four Thought Processes

13.3.3.1. 1. identifying the questions that must be answered by the data collection

13.3.3.2. 2. identifying the sources that can supply the required data

13.3.3.3. 3. identifying potential data collection methods

13.3.3.4. 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

13.4.1.1. Hard Data: Objective & Measurable

13.4.1.1.1. Frequency

13.4.1.1.2. Percentage

13.4.1.1.3. Proportion

13.4.1.1.4. Time

13.4.1.2. Extant Data

13.4.1.2.1. Existing records, reports & data

13.4.1.2.2. Examples

13.4.1.2.3. Methods to collect

13.4.1.3. Surveys

13.4.1.4. Assessments & Tests

13.4.1.5. Job Task Analyses

13.4.1.5.1. SMEs

13.4.2. Qualitative

13.4.2.1. Soft Data: Intangible, Anecdotal, Personal, Subjective

13.4.2.1.1. Opinions

13.4.2.1.2. Attitudes

13.4.2.1.3. Assumptions

13.4.2.1.4. Feelings

13.4.2.1.5. Values

13.4.2.1.6. Desires

13.4.2.2. Interviews

13.4.2.2.1. Importance vs. self-assessment

13.4.2.2.2. May be recorded

13.4.2.3. Critical Incident Interviews

13.4.2.3.1. Must be recorded

13.4.2.4. Focus Groups

13.4.2.4.1. group interview

13.4.2.5. Observation

13.4.2.5.1. Accompanied by interviews

13.5. Chapter 5: Data Collection Implementation

13.5.1. Choose Quantitative & Qualitative Methods

13.5.2. Considerations

13.5.2.1. Time Needed

13.5.2.2. Other Resources Needed

13.5.2.3. Other Costs

13.5.2.4. Essentialness

13.5.2.5. Availability of Data Sources

13.5.2.6. Logistics

13.5.2.7. Needs Assessor's Skill Level

13.5.3. Implementing Your Data Collection

13.5.3.1. Double-check

13.5.3.2. Make a plan

13.5.3.3. Be flexible

13.5.3.4. Include client regularly & frequently

13.5.3.5. Keep own interpretations & experiences out of the data collection

13.5.3.6. Be objective

13.5.3.7. Use extant data correctly

13.5.3.8. Use others to achieve reliability

13.5.3.9. Plan how to share the data when data collection is complete

13.5.3.10. Skim or sample the data as it is being gathered

13.5.3.11. Stop when you get repetitive data

13.5.3.12. New node

13.5.4. The Ultimate Goal: Generating the Training Design

13.5.4.1. Stage 1: Business Needs Data

13.5.4.2. Stage 2: Performance Needs

13.5.4.3. Stage 3: Learning Needs

13.5.4.4. Stage 4: Learner Needs

13.6. Chapter 6: Data Analysis Findings

13.6.1. Findings vs. Recommendations

13.6.1.1. Identifying Findings

13.6.1.1.1. Findings are pure; unaffected by the context of the organization or the needs assessor's biases

13.6.1.2. Developing recommendations based on the findings

13.6.1.2.1. 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

13.6.2.1. 1) Develops a current picture of what's going on

13.6.2.2. 2) Translates the data into action items or recommendations

13.6.3. What Does the Data Say?

13.6.3.1. Quantitative vs. Qualitative

13.6.3.1.1. Quantitative

13.6.3.1.2. Qualitative

13.6.3.1.3. Opportunities to combine Qualitative and Quantitative data

13.6.3.2. Data Analysis results in findings at all four needs assessment stages

13.6.3.2.1. Stage 1: Business Needs and the Training Intervention

13.6.3.2.2. Stage 2: Specific Desired Work Performance

13.6.3.2.3. Stage 3: Training Design Information

13.6.3.2.4. Stage 4: Training Delivery Information

13.6.4. Descriptive Statistical Analysis

13.6.4.1. Descriptive Statistics - Methods of interpreting data that enable meaning to be derived

13.6.4.1.1. Interval scale

13.6.4.1.2. Nominal scale

13.6.4.1.3. Reliability

13.6.4.1.4. Validity

13.6.4.1.5. Frequency

13.6.4.1.6. Mean=Average

13.6.4.1.7. Median

13.6.4.1.8. Mode

13.6.4.1.9. Percentile

13.6.4.1.10. Significance

13.6.4.2. Inferential Statistics - Used to present various relationships among values in the data set (ex. standard deviation)

13.6.5. Using Statistics to Derive Meaning

13.6.5.1. If statistical analysis provides indicators that aren't very strong, seek additional corroborating data from your other sources

13.6.5.2. If it doesn't feel right, it probably isn't

13.6.6. Non-Training Needs

13.6.6.1. Tools

13.6.6.2. Regulations

13.6.6.3. Organizational Structure

13.6.6.4. Customers

13.6.6.5. External Pressures

13.6.6.6. Workforce

13.6.6.7. Resources

13.6.6.8. Incentives

13.6.6.9. On the job reinforcement

13.6.6.10. Organizational culture

13.6.6.11. Motivation

13.7. Chapter 7: Data Analysis Recommendations

13.7.1. Recommendations Are Not the Same as Findings

13.7.1.1. 2 purposes of a needs assessment

13.7.1.1.1. 1) Determine how a training intervention must affect job performance to meet business needs (training needs)

13.7.1.1.2. 2) Identify what else must change in the organization to support the desired performance (non-training needs)

13.7.2. Making Training Recommendations

13.7.2.1. Learning objectives for the to-be-developed training course

13.7.2.2. Parts of training course content that should be emphasized or deemphasized (helps to avoid a generalized "grab-bag" content set

13.7.2.3. Activities to focus on particular skills: knowledge vs skill practice levels

13.7.2.4. Types of learning activities and training materials

13.7.2.5. Delivery Methods

13.7.2.6. Type of learning environment, prework, postwork, prerequisites, training schedule

13.7.2.7. Audience

13.7.3. Making Non-Training Recommendations

13.7.3.1. Depends on 4 factors

13.7.3.1.1. 1) How a finding relates in context with other training and non-training findings

13.7.3.1.2. 2) The training professional's role and level in the organization

13.7.3.1.3. 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?)

13.7.3.1.4. 4) Cost of implementing a recommendation compared to how much benefit will be derived from it (ROI)

13.7.4. So, What About ROI?

13.7.4.1. (Net benefits / Costs) * 100 = ROI (%)

13.7.4.2. 4 Steps

13.7.4.2.1. Step 1: Calculate the projected value of the business goal

13.7.4.2.2. Step 2: Estimate a reasonable proportion of effect that training can be expected to have on the desired business outcome.

13.7.4.2.3. Step 3: Calculate the projected costs of the potential training effort (including needs assessment, design, development, delivery and evaluation)

13.7.4.2.4. Step 4: Calculate the projected ROI (Expected Benefits - Projected Costs = Net Expected Benefits) and the ROI calc.

13.7.4.2.5. Step 5: Present the projected ROI as a part of my recommendations

13.7.5. Tips for Projecting ROI

13.7.5.1. 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

13.8.1.1. Define Your Presentation Goals

13.8.1.2. Know Your Audience

13.8.1.3. Separate Findings from Recommendations

13.8.1.4. Tailor Your Presentation Media and Style

13.8.1.5. Handout Materials

13.8.1.6. Structure Your Time: spend more time on recommendations vs findings

13.8.1.7. Emphasize Information That the Client Can Affect

13.8.1.8. Plan Ahead

13.8.1.9. New node

13.8.2. Making the Presentation

13.8.2.1. Sometimes the presentation is more convincing than the data.

13.8.2.1.1. Factors that are most influential in a presentation

13.8.2.2. Present findings with as little bias as possible - wait for the recommendations

13.8.3. Steps in the Presentation

13.8.3.1. 1) Begin with a summary of what was done in the needs assessment study.

13.8.3.2. 2) Present the findings first - simple, concise and direct - sometimes passive voice is best (no you).

13.8.3.3. 3) Make an obvious transition to recommendations

13.8.3.4. 4) Be flexible as the meeting goes on

13.8.3.5. 5) Ask for what you want

13.8.4. Next Steps

13.8.4.1. 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

13.9.1.1. Libraries' Missions

13.9.1.2. Libraries' Strategies (Strategic Plans)

13.9.1.3. Libraries' Organizational goals

13.9.1.4. Libraries' Plans and Objectives

13.9.1.5. Libraries' Stated Wants and Needs

13.9.1.6. Libraries' Annual Reports

13.9.1.7. 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

13.10.1.1. Relationship between stated business and performance needs and the proposed training need

13.10.1.2. Goals at each state that will ultimately be evaluated in the training evaluation process

13.10.1.3. Training design indicators (learning objectives, activities etc)

13.10.1.4. Metrics that will be used to measure learning success and business success during training eval process

13.10.2. Common Errors in Needs Assessment

13.10.2.1. Insufficient data collection or analysis

13.10.2.2. Treating presenting problems only

13.10.2.3. Applying no tools or the wrong tools

13.10.2.3.1. try to triangulate on training and non-training issues by using variety of data collection methods - at least 2

13.10.2.3.2. BUT don't use too many tools = analysis paralysis!

13.10.2.4. Trying a quick fix

13.10.2.5. Applying the wrong fix

13.10.2.6. Giving feedback in wrong "language"

13.10.2.7. Assuming one problem/one solution

13.10.2.8. Failing to identify non-training issues

13.10.2.9. 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

14.1.1.1. Importance of Analyzing Learning Aspects

14.1.1.1.1. Learning styles

14.1.1.1.2. Preferences to teaching styles

14.1.1.1.3. aptitudes in a learning situation

14.1.1.1.4. what motivates them

14.1.1.2. Definition of Learner Analysis

14.1.1.2.1. Steps for learner analysis

14.1.1.3. Reasons for Analyzing Learners

14.1.1.3.1. To find out about their current level of knowledge about the subject being taught

14.1.1.3.2. Find out about the learner's styles and preferences for learning

14.1.1.3.3. Investigate learner attitudes toward the subject (or learning in general)

14.1.1.4. Categories of Analysis

14.1.1.4.1. Direct - interaction with the potential learners to hear their needs

14.1.1.4.2. Indirect - interacting with others or some means of observing learners without interacting with them

14.1.1.4.3. Formal - gathering data and recording specific and precise responses from learners

14.1.1.4.4. Informal - collecting or validating general impressions of the learner

14.1.1.4.5. Direct-formal

14.1.1.4.6. Indirect-formal

14.1.1.4.7. Direct-informal

14.1.1.4.8. Indirect-informal

14.1.1.5. Determining Learners' Needs

14.1.1.5.1. Visit staff on the job to see the potential learners in their working environment

14.1.1.5.2. learner needs = gap in knowledge or skills

14.1.1.6. Identifying Learner's Levels of Experience

14.1.1.6.1. Segregate learners? - beginner, intermediate, advanced

14.1.1.6.2. Ask those with more experience to sit with someone who has less experience and help out - but ask for volunteers

14.1.1.6.3. Include a roving assistant to help learners with lower skills

14.1.1.6.4. Include supplementary materials for both introductory and advanced learners

14.1.1.7. Learner Attitudes

14.1.1.7.1. ARCS model by John Keller

14.1.1.8. Types of Learning

14.1.1.8.1. Acquisition of motor (behavioral skills) -behaviors that can be physically taught, learned or demonstrated - moving a mouse, right clicking etc.

14.1.1.8.2. Acquisition of verbal information -facts and figures that are memorized like definitions, terms concepts etc.

14.1.1.8.3. 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

14.1.1.8.4. Development of cognitive (analytical/problem solving) strategies - a higher-order level of thinking = figuring something out

14.1.1.8.5. Change of attitude (affective) - things that affect the mood and motivation of learning

14.1.1.9. Styles of Learning

14.1.1.9.1. Auditory, Visual and Tactile

14.1.1.9.2. Deductive and Inductive

14.1.1.9.3. 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