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Training Staff and Users for Computer Literacy To fully utilize the rich information resources in Illinois libraries and beyond, our citizens must be computer literate. So much information appears in digital formats. The invention of personal computing brought the power of information technology to the desktop. Multimedia brought another revolution. Networking of computers brought the world to our workstations. All public information will become available on our desktops through the Internet. Software development has lagged behind hardware, but some writers now suggest that we have a software revolution underway as a result on the adoption of "object-oriented programming." All this change is having an impact on the workers' world of learning. Employees have to be trained to exploit new opportunities for accessing the wealth of information available through their PCs, in the Windows environment, with a Web browser. Library staff members are facing the fact that learning is becoming an integral part of work. We are all in a process of learning and relearning, and if we want to be successful we must do it fast and continuously. The Addison Public Library used a Library Services & Technology Act grant from the Illinois State Library in 1998 to develop methods for training staff members to increase their effectiveness in training the public. Everyday we perform dual roles of learner and trainer. Review of Activities As part of the grant project, the following activities were completed: Contracted with Tower Computer Systems for (1) training of staff on Windows 95 and components of the Microsoft Office Suite and for the development of (2) self-assessment surveys for staff to measure computer skills. Purchased a laptop for staff to take home for self-study and for practice and development of new computer skills. Purchased a large screen color display monitor to use with a laptop for training presentations for staff and the public. Developed a training library for staff of books, videos and CD-ROMs covering Windows 95, Windows NT, Microsoft Office Suite, Web browsers and Web searching. Developed an in-service day for staff offering practical training geared to departmental needs. Developed and used self-assessments of Windows 95, Word, Outlook, Netscape and Internet search skills. Offered staff training taught by contracted trainers: Basic Word, Intermediate Word, Outlook, Basic Access, Intermediate Access, PC Troubleshooting and Web Plug-ins. Offered staff training taught by staff: Windows 95 Basics, Collection Development on the Web, ILL Using the Web, Netscape 4.5, HTML and Internet Power Searching. Sent staff to training off-campus: Web developer to Visual Basic, Introduction to Relational Databases and SQL, and Visual InterDev; new Children's Department "WebMaster" to HTML, Frontpage, and PhotoShop; and Network Administrator to a five-day Windows NT Administration class. Sent two staff members to a Web Design Workshop. Sent one staff member to the SLA Conference in Indianapolis for a Post-Conference workshop: Using the Internet to Train Users and Staff. Sent one staff member to the 1998 Training IT Conference: Is Your Computer Training Department on Target? Offered multiple sessions of revised Web training classes taught by staff for the public: Is the Internet for Me?, Introduction to Web Browsers (hands-on), Basic Searching of the Internet (2-session, hands-on), Advanced Searching of the Internet (3-session, hands-on), and an HTML Workshop. Created a training handout for teaching patrons how to use our new Web-based OPAC. Developed an Intranet with six categories: Policies, * Edna Kaempfer, Assistant Director, Addison Public Library. 142 Procedures, Staff Directory, Monthly Board Reports, Song Index recently begun by reference staff, and Training Library. Purchased a complete set of a CD-ROM multimedia training library for the Microsoft Office products that can be used on the portable laptop or office PCs. Instituted CE Notebooks for Adult and Children's staff to maintain a written record of (1) articles and books read, (2) videos, CD-ROMs, and Web sites viewed, (3) training sessions attended, (4) self-assessments of computer skills, and (5) certificates for training sessions completed. Studies ways to implement Web-based training: at the SLA conference, at the Training IT conference, reading the book. Web-based Training Cookbook, and perusing Web sites. Library "changes" that required training: switch to the UMI ProQuest Direct online serials index; new online subscription to iPage; new digital telephone system with direct inward dial, voice mail, and caller ID; upgrade to new PhotoShop 5.0 release; upgrade to new Netscape 4.5 release; upgrade of two remote boot networks to Microsoft Terminal Server/ MetaFrame "thin client" operations; purchase of two new digital microform readers with laser printer, and pending implementation to new graphical Web-based OPAC. Program Accomplishments as Related to the Goals The project addressed Goal No. 4 in the Illinois State Library's long-range plan for the use of Library Services & Technology Act federal funds. Goal 4 addresses the development of training methods and activities that will allow library personnel and Illinois citizens to become technologically literate and have full access to information available through libraries. We focused on gaps in staff skills and concentrated on ways to provide opportunities for staff to improve and develop computer proficiencies. Self-Assessments We developed self-assessments for the major operating system and software applications used throughout the library: Windows 95, Word 97, Outlook 97, Netscape 4.5, and Internet Searching. We compiled another document at the same time identifying electronic equipment and other machines, computer software, and Internet-related resources that must be introduced to new employees during their orientation to either the adult or children's department. During an in-service day in August staff members were introduced to the newly created Self-Assessment of Windows Computer Skills. These were filled out by all staff (except shelvers) and were then used to develop training sessions for small groups according to specific needs. Training Training was provided through a variety of resources. Contracted trainers came onsite working with selected groups giving either demos or hands-on training. Experienced staff members taught one-on-one, small groups, and large groups of other staff members. Some staff members with unique needs were sent off-campus for specialized training. Company trainers were brought in for the new telephone system and ProQuest Direct. Training Library A staff training library was assembled, including various formats: print, video, and CD-ROM. These items are stored in Adult Services and can be checked out for in-library or home use. They can be used on home computers or can travel with the portable laptop. Online tutorials have been listed on our home page for use by our workers and our public. Staff members have flexibility to choose their own timing for developing or enhancing computer skills. In-Service Day Prior to this year we always had outside speakers in to inspire, educate, and entertain. This year we put together our own program using staff as presenters. We introduced the new phone system, the new online serials index, the new graphical OPAC, and the newly developed Intranet. Two training time frames were offered cross-departmentally for everyone, with four choices: PC troubleshooting, Internet searching, Using the Internet for Collection Development, and Using the Internet for ILL. Intranet We began to offer internal information electronically. We started by putting the staff directory online, including individual pictures taken with a digital camera. We developed a format for putting procedure manuals online starting with Adult Services. Monthly departmental reports were made readily available to all and archived for referencing to be used in annual reports. The training library resources were itemized. Reference staff began a song index, which was included for use at the reference desk. 143 Placing materials usually presented in print onto a computer screen helps us to think "electronically." Writing must be more concise and be presented in a format that is easy to read. More staff is involved with producing materials for the Intranet than for our home page so we increase understanding of HTML. Changes in Program Direction Many other projects in the library during the last few months influenced the direction of our grant activities. A new digital phone system, with direct-inward-dial, voice mail, and automated attendant was implemented. The preparation for installation and implementation consumed many hours. Every staff member had to be trained to use the new features. After years of using one provider for our electronic serials index, we switched to UMI's online services for magazine/newspaper indexing and full-text. All reference staff in both adult and children's departments benefited from training from a company representative. Major library projects competed for staff time: writing of policies and a collection development manual, a large-scale weeding project, several cleanups of our online database, and a major upgrade to the remote-boot segments of our network utilizing new thin-client software. DRA delayed release of software necessary for our switchover to a graphical Web-based online catalog. We remained focused throughout the grant period on improving the computer skills of staff. We were unable to spend as much time as desired on creating aids for the public on how to use our electronic resources. There was no time to create actual tutorials to place on our home page. One PowerPoint tutorial for Windows 95 features was placed on the Intranet. Our six-station reference CD-ROM network was changed over a thin-client setup using Microsoft Terminal Server software. We had to cope with down times and restoration of services one product at a time. The browser interface with our own created menu quickly identifies options for the public so that no introductory training was necessary when we came up with the new operation. We handle UMI training informally with patrons one-on-one and have printed search tips available in booklets next to the computers. We have scheduled introductory sessions to explain our new Web-based online catalog to our patrons when we bring it up in December. Training for the public during the grant period centered on the Internet: how to navigate with a browser and how to search with directories and search engines. We continued to offer sessions on getting connected, job search on the Web, and HTML. We did create the tip sheet we will use to aid searching on the new Web-based OPACs. We are working on a new Internet session for doing genealogy online. Project Strengths We were able to offer a variety of training sessions that helped to develop essential application skills. We kept classes small and grouped students by their skill levels. Self-assessment surveys helped individuals understand what they didn't know and what they needed training for. Staff members developed new self-confidence and overcame some of their computer intimidation. Staff began to more fully understand the need for ongoing training and their responsibility for self-study. The large screen monitor is preferred over pull-down screens. We are accustomed to TV-style equipment and the resolution cannot be beaten. Laptops are a wonderful resource for classroom training and for self-study. Taking time to focus on training needs has been very beneficial to all levels of staff. Experiencing increased proficiencies in computer skills is good for all departments and leads to better customer service. Management has a new awareness of training as an essential activity to be planned and budgeted for. We know that training must be incorporated into the work day schedule. We became familiar with suppliers of training aids, almost all of which are available outside the library field. We gained an awareness of how many training aids are already available on the Internet. We were able to use a variety of formats for training tools and a variety of trainers, some from current staff members, some company representative brought in, and some commercial trainers used for outsourcing especially for the specialized needs of one or two staff persons. We were able to work on a variety of skills: practical desktop skills were our emphases, but we also developed electronic scheduling skills, Internet searching skills, database design skills, graphics manipulation 144 skills, Web master skills, and network administration skills. We developed some skills for creating training for a new product: public use of our new Web-based catalog. Staff has to develop search skills before the product is made available to the public. We followed Paul Clothier's advice for such training: accelerating our own learning, determining salient points of the product, determining needs of target audience, and considering what's achievable within the time frame. (Clothier is a senior trainer, author of The Complete Computer Trainer, and contributor to magazines Inside Technology Training, IT Training Magazine, and The Microcomputer Trainer.) We also studied the Guidelines for the Introduction of Electronic Information Resources to Users by the committees of RUSA (division of ALA). They suggest that a level of proficiency for each resource be established for staff. After staff has developed skills they determine the level of need for formal and informal user instruction. RUSA points out that training should accommodate various learning styles for both staff and users. Project Weaknesses A 35" monitor is too small for group presentations of over 20 adults sitting on chairs. We should have asked for more laptops to turn our meeting room into a temporary classroom for hands-on training. After a lecture/demo in the meeting room, we had to move to the Adult Services Office for hands-on exercises. That interrupted work flow in the department. It would be nice to buy all needed laptops at one time to have them all the same. Each of the three we own has unique styling with floppy and CD-ROM drives attaching differently. Even the on/off buttons are in different places, which is hard on less-experienced computer users. We should not have concentrated on so much training in so short a time frame. Pulling staff to join a class creates a hardship for managers trying to cover public desks. We had too much competition with other major library projects. We were working hard to have "local" training that meets the exact requirements of staff in our institution. The trainers we contracted were off site. We had three different trainers. It would be ideal to bring someone on staff for the duration of the grant so they could familiarize themselves with our equipment, our applications, and the skill level of our staff members. Changes Suggested by Grant Activities We could have benefited from training for all Office 97 programs, including Excel and PowerPoint. The suite of programs is a good one and well integrated. All our personnel use Word and Outlook. Fewer people use each of the other programs but each is essential to our organization. Because we had little expertise in Access we opted to study it to understand ways we might utilize its capabilities. We not realize that most of the students in the group that trained on the database software could also benefit from spreadsheet training. We need to involve more people in using PowerPoint for presentations. It is a basic tool with excellent features. We need more laptops. Staff members who don't have computers at home are at a disadvantage. Because of limited time with a PC they tend to hand write documents first instead of composing them directly at the computer. They do not get enough time to tour the Web. Online resources are vast; staff needs time to familiarize themselves with Web sites. The portability of laptops makes them a tool of convenience. with a network card and modem they can be transported home, plugged into the telephone lines, and used to hook up to the library for access to the Internet. More laptops would also give us a portable classroom. We do not have space to dedicate to a computer classroom. Putting a hub in our meeting room and connecting to the network wiring already in place allows us to connect multiple computers that have a network card. Laptops are light enough to set up relatively quickly and store in much less space than that required by PCs. We could use a larger monitor screen. The large video monitor is wonderful. It far exceeds a normal pulldown screen for clarity of resolution. A 35" screen, however, is not suited to viewing by a group much larger than 20 people. Our training groups stay within that range, but for presentations we have a problem. The cost of the 42" screen is significantly higher. We gathered a training library of print, video, CD-ROM (multimedia) and Web sites that is very nice. We probably should have spent more time evaluating the value of all the current training tools: audio, video streaming technology, CBT (computer based training), Intranet, and interactive TV. It would have been profitable to spend time looking at Performance Goal Setting and Measurement. We gave all reference staff notebooks with forms to record their continuing education efforts listing reading, 145 viewing, and training: journal articles, books, videos, workshops, and Web documents. We did not identify how much is essential per year. We need to set standards, to name days of education needed per year, to include visits to other libraries. We would like to develop an APL (Addison Public Library) University. In addition to our training sessions and training library and self-assessment surveys, a Skill Development Plan would be created. We would define new competencies as well as core competencies needed. We would include a curriculum master plan that would incorporate our learning and training programs as well as a performance support system. These strategies seem essential in today's work world where change nearly overwhelms. We have to remain cognizant of these facts:
Pertinent Issues We worked to increase the technology literacy of our staff and public so they might better utilize the information resources of Illinois libraries. In doing so we performed all the above detailed activities, but before offering training sessions to our staff and public we delved into a study of pertinent issues: Computer training today We started with a study of advice from leaders in the Information Technology (IT) training arena. Attending the August 1998 Training IT Conference & EXPO in San Francisco was helpful. Leaders in the field discussed management issues, fundamental elements like adult learning theories, methods of delivered training, development of support staff, and future trends. The ideas gleaned from multiple sessions over five days were invaluable. The IT training field is an exciting and innovative place to be in this era of technology-driven change. Trainers learn the new emerging systems, develop the training to help others learn, and help others adjust to the changes that are coming at us at the speed of light. Elliott Masie of The Masie Center, The Technology & Learning Think Tank gave the keynote address. He examined the key forces that are bringing change and how the Internet is altering the way we deliver training. He also described the "new generation of learners" who have radically different perceptions of themselves as technology users. He pointed to the new mandate that trainers became "architects of enabled learning" and not just "teachers of the features." Martin Bean from the Sylvan Learning Systems gave the closing keynote about the competencies and skills of the work force. He has found that organizations are turning to trainers to measure employee skill levels. Nick Williams of Gartner Group Learning described the new skills management model suggesting that IT trainers must evolve quickly to become specialists in competency identification and gap analysis. He pointed out that our businesses have moved from "enterprise-defined" to "computing-defined": Technology is the enabling backbone of the company. Business cannot be defined without technology, Businesses cannot operate without their technology skills, and 146 IT skills becomes as fundamental as reading and writing. Characteristics of Trainers We looked at what kinds of personal characteristics make a good trainer. Paul Clothier, senior trainer for Softwire, names these qualities needed in trainers: Likes pictures Naturally inquisitive Technical but not a "techie" Personable Communicative "Big picture" person Stays cool Likes deadlines Communicates well with teenies Tracy Marks, who has 25 years of teaching experience, is author of 7 books, and is currently an instructor for Windweaver near Boston, responded to a question on the NETTRAIN listserv by listing her qualities for successful Internet trainers: Patience Flexibility Preparedness Supportiveness and responsiveness (to needs and anxieties) Troubleshooting skills (when computers malfunction) Multi-level approach (for students at various skill levels) Not taking technical problems personally Openness to learning (from students and with them) Openness to student input on process (asking should we...) Fluid or flexible organizations (increase difficulty in small increments) Use of simple language Explanations of whys, when, and what fors (not just how) Enthusiasm (for content and teaching) A desire to have fun and the ability to make learning fun Learning Style of the New Generation We took a closer look at how the new generation learns. Trainers must teach to their audience. Marc Prensky, the founder and creative force behind Corporate Gameware, who has created more than three dozen software games designed to address the changing work force, described with aptness and humor the "Nintendo" generation as compared to the "Boomer" generation. He says they were "raised by an appliance" and "their minds changed."
The new cognitive style:
Prensky suggests learning processes that cut across the generations:
The Adult Learner We also studied the adult learner to learn what features to include in our training sessions to help ensure success. Franki Elliott, Principal Consultant for Information Research Services, in the July/August 1998, issue of Searcher: the Magazine for the Database Professional, itemizes needs of the adult learner and gives this advice to the instructor: The audience of adult learners wants brief, targeted information and instructions. Adult learners still need attention, breaks, praise, and incentives. Minimize distractions. Maximize preparation. Be entertaining as well as informative. Let them make mistakes. Use every form of communication available; auditory, visual, kinesthetic. Everyone learns differently. Be prepared and have fun. The brief document on the Web site at http://www.solutions.on.ca/learn.htm suggests that training materials should be self-directed and include print, visual delivery, and hands-on practical experience. 147 A formal questionnaire by Peter Honey and Alan Mumford is sold with participant booklets and facilitator guide from the HRDQ company in Pennsylvanis. (http://www.hrdq.com) At TCM's Archive of Good StuffWeb Based Training for Adults (http://www.tcm.com/trdev/mcintyre.htm) is a good article by Moira McIntyre: The Web as an Effective Tool for Adult Learners. She suggests that adults: 1) learn best by doing, 2) learn best when they can actively use information, and 3) learn best when they are intrinsically motivated by the material and its challenges. Presentations With all the training necessary for both staff and patrons many on our staff are called upon to give presentations or training of some kind. Not all are experienced presenters or trainers and need some ideas and techniques to be effective. Peter Grazier gives one-day seminars on the topic for Teambuilding, Inc. His collection of ideas for Training with PIZZAZZ! 20 Key Learning Points to Enhance Presentations and Training are presented on the Web page (http://www.teambuildinginc.com/article_pizazz.htm). He suggests ways to "break the ice" with the audience, use drama and effects, re-energize an audience with pattern interruptions, etc. The biweekly newsletter, Working Smarter with Microsoft Word, in its Nov. 24, 1998, issue reminds us that adding visuals to our presentations help us sell our ideas. Listeners recall only about 10 percent of a presentation after a few days have passed. They suggest using visuals for the framework and key items and give hints for the format. The excellent book, High-Impact Presentation and Training Skills, notes that 70 percent of an audience are visually programmed, 20/25 percent are auditory, and the remaining 5 percent are kinesthetic. Teaching to the learner's preferred mode enhances memory and increased ability to use what is taught, when working with a group we must combine all three methods. Intranet We brought up our Intranet during this grant period as noted previously. It is a great place for library-wide documents: our staff directory, policies, keeping an up-to-date list of resources in our staff-training library. It will be useful, too, as a place to access training materials. We turned to D. Scott Brandt, the technology training librarian at Purdue University Libraries, who writes the Techman's TecPage for Computers in Libraries. In the October 1998 issue he wrote about Developing and Sharing Training Materials on an NT Intranet. He suggests that such materials should be rich in graphics and that PowerPoint works well as the package for creating training materials because of its extensive drawing capabilities. He identifies MacroMedia's Director as a package that combines animation and presentation and is popular for Web use. He also suggests the use of audiovisual filesscreen captures of desktop activity that can be played in sequence. The Intranet gives staff members access to training materials at their convenience. The book, Discover Intranet, an IDG Book by Suzanne Van Cleve and Mike Britton, includes a chapter on Training and Support. The authors suggest using the Intranet to provide training in small bites, much like the popular Tip of the Day found in Windows 95. They point to the limited attention span concept and suggest small training sessions that can be spread out over several days. Brandon Hall notes that corporations are making a rapid transition to Intranet networks and that by the year 2000 its use will be for more than document-sharing. He predicts its use for real-time interactions between individuals and groups. We are glad to have our Intranet up and functioning and are exploring possible uses beyond our initial ones. Using Technology for Training Plumer Lovelace, manager of training technologies for the Center for Professional Development for the Credit Union National Association, Inc. posted on CUNA's Web site tips for using technology as a training partner, and specific tips for using CD-ROM and video. He notes the fast pace desired by the young and the opposite by the Boomers and suggests a mix of techniques, (http://www.cuna.org/data/newsnow/spec_reports/cpd/cpd3.html) Paul Clothier in his book. The Complete Computer Trainer (cl996), discuss the changes coming to computer training. Everything else I've encountered proves his summary to be accurate. More appropriate use of technology-delivered instruction. More and more learning taking place outside the classroom. 148 Business success being measured by the ability to learn faster. More learning and more working taking place at home. A greater variety of learning media and ways to learn. More user-directed and user-controlled learning. Shorter, more customized, and more modular learning. Organizations integrating their training, support, and performance functions. More online resources available to learners. WBT (Web-based Training) On June 11, 1998, I attended a CE course at the 89th Annual Conference of the Special Libraries Association. Susan Ardis from the University of Texas-Austin led the full-day workshop, Using the Internet to Train Users and Staff: Techniques for Developing Training Modules. Because all libraries experience turnover and training time is often at a premium, tutorials can be effectively used to maximize staff training whether it be for initial orientation to company policies or the reference interview or computer training for using Outlook for e-mail. Patrons can be taught how to use library databases and online subscriptions. The major benefits of a WBT tutorial are its flexibility, accessibility, and its cost-effectiveness. It has great value when work schedules are varies, and when training must be consistent. It requires only a work processor and Frontpage. A template can be used for the design. Updating on a server can be immediate. It is possible to provide live links. It is best kept short, 30 minutes tops. Fast download is essential so graphics are kept to a minimum with mostly text and simple navigation buttons. Paul Clothier (The Complete Computer Trainer) suggests these advantages to online training through the Internet: It's global. It's consistent. It's learner-controlled, not instructor-led. It's open all hours. Wendy Webb in A Trainer's Guide to the World Wide Web and Intranets adds: Cross-platform capability. Inexpensive distribution of training materials. Easy updating of courses. She also points out disadvantages that include bandwidth limitations and lack of face-to-face interaction. Margie Sweeny, founder and president of Training and Seminar Locators, Inc., and developer of the Education, Training, and Development Resource Center Web site (http://www.tasl.com), believes the Internet will change the face of learning, she suggests that changing workplace dynamics and the shift of responsibility for learning from the employer to the employee are key factors influencing these changes. Brandon Hall is a recognized guru of online training. He shows how worker skills can be improved with the newest technologythe Internet in his Web-Based Training Cookbook. He is the editor and publisher of the Multimedia & Internet Training Newsletter and maintains a training Web site: http://www.brandon-hall.com. Internet Training Sites We searched out quality training sites on the Web and listed them on our home page for use by staff and the public. Some provide an aggregate of training hyperlinks and others are tutorials for training on specific software applications or Internet resources. In addition, we find that distance learning is a big issue for universities. The September/October 1998, LinkUp discusses the role of distance learning from name universities for offering college degrees to off-campus students. Self-Assessment of Computer Skills The computer business we contracted for training also created three of our self-assessment tools. We did the rest based on their format. We are interested in a product from Computer PREP in Phoenix (http://www.computerprep.com). They sell a software product with several modules available for Windows 95 and the entire Microsoft Office Suite called PREP Skill Assessor. It includes before and after training, so it would be helpful in evaluating the effectiveness of the training. These sell for a reasonable $99 each. Their Webassessor described by Brandon Hall in his "Cookbook" is prohibitive for most libraries at a $10,000 price tag. Our pre-planning In his computer training book Paul Clothier identifies the factors and abilities that affect how easily people learn software. He further elaborates on methods to adapt training to the learner once you are aware of their background. These are quite useful. 149
Experience with software logic and concepts Gloria Gery in her book, Making CBT Happen, offers an excellent view of software learning stages in chart form highlighting the value of proficiency training. As we planned training opportunities we considered the following: We had to take a look at skill levels of our staff and our patrons and decide what training would help. We had to decide what we wanted them to be able to do upon completion of the instruction. We had to decide whom to train: by skill level, motivation, aptitudes, and attitude toward training. We had to have instructional goals. We created self-assessments to measure competencies and to break application skills into a series of tasks. We considered learner styles and how the students would be motivated. We decided what the training would encompass: lecture/demo or hands-on exercises. All group training was classroom style. We tried to infuse training with engaging exercises: graphics, props, reviews, tips. We tried to have fun. Follow-up During the grant period we provided the training. We now have to develop some way to review materials and use previous trainees for teaching others. We are planning the next in-service day in January. We will have continuing training then, especially advanced searching on the Web for our adult and children's staff. Performance evaluations are coming soon in March. We will be looking at the CE notebooks at that time to analyze the mix of library-sponsored and self-study training. We hope to better identify for the next fiscal year how many units of CE are needed for each reference position. We will look more closely at proficiency levels necessary for each new electronic resource. We are optimistic about the value of the Intranet to our organization and will continue to seek ways to use it more fully. Staff is still getting accustomed to global, electronic communication beyond e-mailthe Outlook calendar and the Intranet contents. We are taking a look at training we offer to the public and will decide how to best help patrons develop their computer skills. The schools, park district, and community college all work on the same matter. As we hire new employees they must be trained. They do not yet come to us with all the needed software experience. Orientation and training for new hires are a concern. We hope to offer modules either on the Intranet or on the laptop for self-study. Keeping up with the changing Websearch engines, reference tools, company and investment information, etc. seem formidable. We have to find time for the reference librarians to identify and become familiar with all the wonderful business, government, and health Web sites. We are poised for the switchover to a Web-based online catalog. That will have many ramifications over the next couple of years as we give patrons their own accounts, allow them to make electron interlibrary loan requests, and we decide how much linkage to the Web form our MARC records is desired. Conclusion We have profited from this period of focusing on training issues. We are grateful for the extra dollars to purchase valuable equipment and hire trainers to work with our local computer literacy needs. The conferences, and all the training resources we gathered and perused, have educated us about training issues facing today's workforce. We looked beyond libraries to the business world where much study and attention have already been devoted to the topic, and learned from them useful tips and techniques that have already been tested. We feel well prepared to continue developing proficiency training and to help encourage essential self-study. Michael Baker, director of Organization Development & Training, was quoted in the September 1998 Resources publication of the Management Association of Illinois. The question was: "Why train employees?" Training employees is a big investment. 150 It takes timeyours and that of your employees. It takes money-hard earned dollars that could be used for something else. And, it takes commitmentan ongoing resolution to hold yourself and your employees accountable for the new skills and behaviors learned in class. So why do it? Simpleto increase your organization's effectiveness and bottom line. Training is a big investment for us. We are doing it for the success of our staff, our patrons, and our library. A technologically literate clientele will be better able to access the vast information coming our way through the Internet. 151 |
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