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Training needs analysis andbeyond

Christine Urquhart, Sian Spink, Rhian ThomasDept Information StudiesUniversity of Wales Aberystwyth

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Introduction

How to - assess training needs

What should be provided

How training should be delivered

Trends ± workplace and profession

 µElephants¶ ± old, and baby

Next steps?

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How to assess training needs«

Lessons learned Variety of methods have been used

No one method provides the completepicture

Use an agreed framework (KSF)

Gain enthusiasm (e.g. focus groups)

Objective measurement alsoimportant (activity log analysis,competence levels)

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Competence and capability

The vision thing«Special Libraries¶ Association ± includes µcreates partnerships and alliances¶ 

 µthinks creatively and innovatively¶ 

 µseeks out challenges and capitalises onnew opportunities¶ 

Not just competence ± capabilityand self-efficacy important forprofessionals

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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

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Common themes in training priorities

Research and information retrieval skillsfor more advanced specialist practitioners

Technical and knowledge managementskills for those involved in intranets andoutreach activities

Leadership and strategic managementskills

More specific specialist skills for someparaprofessionals

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Emerging trends

Libraryassistant

Librarian

AdvancedSpecialist practitioner

Manager

 µIn charge¶ 

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What seems to be working well

Action learning sets

FE college learning partnerships for

library assistant training FOLIO and e-learning for µupdating¶ 

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Some elephants

Gettingpractice ininfluencingand

persuading

Getting togrips withknowledgemanagement

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 A big iceberg called numeracy

Writing bids, financial management,performance measurement,

Critical appraisal, statistics/research

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Some silos?

UKCHIP and health informatics

Patient information provision, PALS,

NHS Direct

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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

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Briefings and workshops?

Pros and cons of the CILIPframework

Pros and cons of UKCHIP Workshops on knowledge

management ± how is this done,and where do we start?

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Higher education

Not aware of practitioner concerns?

More flexibility than might be

believed ± things have changed andcontinue to change«

Costs of a postgraduate certificate (60credits) = 3 professional one/two-day

courses

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Conclusions

Identifying training needs Several methods to cross-check

Training provision Variety important

Training priorities Leadership, µnumeracy¶-related skills, para-

professional/professional spectrum

Getting skills into practice Coaching and mentoring

NLH initiatives, HE and FE link-ups