Training needs analysis and beyond

1
Training needs analysis and beyond

• Christine Urquhart, Sian Spink, Rhian Thomas
• Dept Information Studies
• University of Wales Aberystwyth

2
Introduction

• How to - assess training needs
• What should be provided
• How training should be delivered
• Trends workplace and profession
• Elephants old, and baby
• Next steps?

3
How to assess training needs

• Lessons learned
• Variety of methods have been used
• No one method provides the complete picture
• Use an agreed framework (KSF)
• Gain enthusiasm (e.g. focus groups)
• Objective measurement also important (activity
  log analysis, competence levels)

4
Competence and capability

• The vision thingSpecial Libraries Association
  includes
• creates partnerships and alliances
• thinks creatively and innovatively
• seeks out challenges and capitalises on new
  opportunities
• Not just competence capability and
  self-efficacy important for professionals

5
How to deliver training

• Variety of methods important
• To suit varying learning styles, time, and topic
• Cross-sector (HE/NHS, MLA) opportunities
• Important to scaffold on existing skills
• Accreditation useful and transferable

6
Common themes in training priorities

• Research and information retrieval skills for
  more advanced specialist practitioners
• Technical and knowledge management skills for
  those involved in intranets and outreach
  activities
• Leadership and strategic management skills
• More specific specialist skills for some
  paraprofessionals

7
Emerging trends
Advanced Specialist practitioner
Librarian
In charge
Manager
Library assistant
8
What seems to be working well

• Action learning sets
• FE college learning partnerships for library
  assistant training
• FOLIO and e-learning for updating

9
Some elephants
Getting practice in influencing and persuading
Getting to grips with knowledge management
10
A big iceberg called numeracy

• Writing bids, financial management, performance
  measurement,
• Critical appraisal, statistics/research

11
Some silos?

• UKCHIP and health informatics
• Patient information provision, PALS, NHS Direct

12
Suggestions for getting skills into practice

• Mentoring
• With trained mentors
• Pairing of health librarians with those working
  in patient information
• Coaching
• Essential for leadership skills
• Ideally health librarians should work with health
  professionals
• And of course, action learning and the FE
  partnerships

13
Briefings and workshops?

• Pros and cons of the CILIP framework
• Pros and cons of UKCHIP
• Workshops on knowledge management how is this
  done, and where do we start?

14
Higher education

• Not aware of practitioner concerns?
• More flexibility than might be believed things
  have changed and continue to change
• Costs of a postgraduate certificate (60 credits)
  3 professional one/two-day courses

15
Conclusions

• Identifying training needs
• Several methods to cross-check
• Training provision
• Variety important
• Training priorities
• Leadership, numeracy-related skills,
  para-professional/professional spectrum
• Getting skills into practice
• Coaching and mentoring
• NLH initiatives, HE and FE link-ups