1. Jennifer Peters Content Management and Discovery Services Librarian Rockhurst University Dan Brower Branch Manager Parkville Branch Mid-Continent Public Library

2. “Other duties as assigned” in job descriptions Often times, those “other duties” involve training. Whether formal or informal, training has become a large and important part of the library world. Sometimes new staff members are hired and have to train other staff right away! If you have answered a question at the workplace, you have already helped teach someone something.

3. Anyone and everyone can be a trainer Give them the tools and guidance. Maximize their sense of discovery and participation. Empower them to keep searching for answers and explore in their own way. Ask for help and be prepared to share knowledge with others.

4. You teach it They learn it Finished!

5. Learn it Break it down Teach itFollow upLearned!Questions?

6. Plan Teach/ Act Reflect Source: Alaska Statewide Mentor Project:Mentoring Model: NTC Formative Assessment System http://www.alaskamentorproject.org/mentoring_fas.php http://www.alaskamentorproject.org/mentoring_fas.php

7. Establish learning outcomes Develop assessment Actual learning experience Collect and Analyze Assessment Data Use of data to improve student learning

8. Diagnostic Assessment Formative Assessment Summative Assessment before learning during learning after learning

9. Learn it Break it down Teach itFollow upLearned!Questions?

10. Learn it Break it down Teach itFollow upLearned!Questions?

11. Learn it If you don’t know it, you can’t teach it. Make sure that you understand the database/topic on which you are training A great way to learn something for training is by breaking it down

12. Learn it Break it down Why do they need to learn this? What are the important concepts? What is unique about the subject? Out of 15 history databases, what makes Facts on File stand out? What are the differences between Chrome, Firefox, and Internet Explorer? How does the interface work? (if technology)

13. Learn it Break it down Teach it Methods One-on-one vs. Group Training Hands-on vs. Presentation Different people learn different ways

14. Learn it Break it down Teach it Methods Degree of InteractionInformalFormal PersonalSelf-taughtE-learning InterpersonalPeerInstructor-led http://www.crito.uci.edu/papers/2005/DanzigerDunkle.pdf

15. Learn it Break it down Teach it Tools Handouts Avoid paragraphs of text Screenshots allow for trainees to discover on their own Checklists (or not (Dan hates checklists (no, really))) These may work for you or not Excel spreadsheets (checklists in disguise) Keep dates of trainings and follow-ups Easier to manage large staff

16. Learn it Break it down Teach it Tools Vendor Webcasts/Tutorials/Resources Most, if not all, libraries all have vendors (EBSCO, Gale, etc.) They are selling their product and focus on the important aspects Don’t reinvent the wheel Training Manuals? How many people read the manual? -> Throw it out! Become outdated quickly

17. Screen casting instructions LibGuides Wikis LiveBinder

18. Screen Casting Great tool used by trainers Also a great tool that can be used by trainees After training, have the trainee record their process Capture screen Capture narration Allows for greater discovery Personalized learning Can save time (multiple one-on-one sessions essentially)

19. http://xkcd.com/627/

20. Learn it Break it down Teach itFollow up Teach it One training session is not always (and usually is not) enough for a trainee to sufficiently learn a topic. Be sure to follow-up and make sure that they grasp it. This is a great opportunity for you, as the trainer, to revisit the topic as well; you may find something that you missed previously.

21. Learn it Break it down Teach itFollow up Teach it They’ve grasped the topic, program, etc. What if the interface changes? What if they add something? What if they encounter something completely new? Trainers and trainees should always be learning They also need someone as a resource. You Other trainers Peers Learned!

22. Learn it Break it down Teach itFollow up Teach it Safe place to ask questions Peer to peer resources Scheduled follow-ups for more questions Learned! Questions?

23. Make it fun Show examples Simple handouts Reference batting practice Examples that demonstrate homeruns, strikeouts, etc. Homerun = absolutely awesome reference encounter Strikeout = an encounter during which staff may have felt like they failed (opportunity for more training)

24. Show and Tell Trainees show different things they learned Different methods discussed Let the trainee get hands-on Broad instructions let them discover

25. Basic on interface, focus on tasks Interfaces may change Tasks will not (i.e. a Search for something) Relate the training to the who, what & why Who will use it? What is it/What is found there? Why would someone use it? Why do they need to know this?

26. It is easier to train staff who are on the same knowledge level Don’t be afraid to make mistakes! Training on demand If someone needs help with the copier and a staff member doesn’t know how to use it, take the opportunity to show the staff member and the customer/patron.

27. Never assume that someone knows something No two people learn the same way, so trainers may need to adapt their training Document what/whom you have trained

29. Tell me and I will forget. Teach me and I will remember. Involve me and I will understand. Step back and I will act. – Chinese Proverb Tell me and I will forget. Teach me and I will remember. Involve me and I will understand. Step back and I will act. – Chinese Proverb

30. Webjunction.org The No-Nonsense Guide to Training in Libraries by Barbara Allan, Facet Publishing: 2013. Designing Training (ACRL Active Guide #5) by Melaine Hawks, ALA: 2013.

31. Jennifer Peters Content Management and Discovery Services Librarian Greenlease Library Rockhurst University jennifer.peters@rockhurst.edu Dan Brower Branch Manager – Parkville Branch Mid-Continent Public Library dbrower@mymcpl.org