Two posts you just gotta see (guaranteed you’ll get some useful ideas!)

1. Janie Hermann’s interview with Jon Jiras of RIT Libraries talking about their amazing “Food For Thought” Continuing Ed. program.
2. Janie’s follow up with Jon, reporting on this year’s (crazy successful) program.

For complete info on the Food for Thought program, see the Food for Thought Homepage. Thanks for sharing all of this wonderful info Jon, and thanks for blogging it Janie!

In my last post (many, many moons ago!), I discussed some key factors to consider while evaluating learning management systems.  If you have already made the jump and purchased an LMS or are on the verge of purchasing, you have more factors to consider when setting up your system.  Let me share a few more nuggets of insight from the trenches:

v     Content is king: If you shopped smartly, then your LMS should already include a library of courseware from a reputable content vendor, such as Skillsoft.  These our-of-the-box e-learning solutions are great for building and enhancing basic job competencies, such as customer service, management and leadership, and software skills.  However, the crux for public libraries is finding content specifically for us – content that enhances focused, job-specific competencies, like readers’ advisory, providing services to teens, or advocating for funding.

When you are building up your library of content in your LMS, do not overlook the wealth of free resources, such as archived webinars or self-paced courses, provided by powerhouses such as the SirsiDynix Institute or Webjunction.  Also remember that many database vendors have free training presentations or webinars archived as well.  Finally, compile a list of all the knowledge objects you currently have available in-house that you can add to your system.

v     Accessing the knowledge: So now you have mountains of content, but how will your users access it?  Your LMS will definitely have a search the catalog feature, but you should be extremely thoughtful of how you assign categories during the initial setup.  Many of your staff members will want to browse the categories to see what’s available.  Think about how your staff currently searches for training resources.  If you already have a library of training materials that is organized by category or subject, consider using those as starting point for assigning categories.

v     Permissions: Inevitably, how you assign permissions in your LMS is tied to your organization’s culture.  Is authority in your library highly centralized?  Do you have much local autonomy?  Be cognizant of your culture before you begin assigning permissions.  For example, will you set up your system so that any staff member can create a log in on their own, or will the LMS administrator assign logins, or a combination of both?  Can any staff member, regardless of position or relevance of training content to their current position, register for any course in the LMS?     

Hopefully, you will find these tips useful in the not-so-easy task of implementing your LMS.

Speaking of Lori Reed, she will be sharing her expertise in a WebJunction Learning Webinar on Cultivating a Culture of Learning in the Library. I like the sound of that. Her topic extends the thread of discussion on this blog about training and informal learning and a focus on outcomes. Lori will explore:

• The differences between training and learning
• The benefits to libraries for creating a culture of learning
• The key elements of a learning organization
• Tips for creating a culture of learning in any size library

Webinar details

• Date & time: Tuesday, July 10, 11 AM PDT/ 2 PM EDT
• Registration (optional): visit the WebJunction Calendar of Events
• To just show up: follow these instructions

If you need any confirmation of Lori’s creativity and dedication to learning, check out this tutorial she put together as part of PLCMC’s Learning 2.0 project: 7 1/2 Habits of Highly Successful Lifelong Learners.

Looks as if we have a little revolution on our hands, and it’s centered on the issue of access—or the lack thereof—to training opportunities for potential library leaders.

It started late last week when Public Library of Charlotte & Mecklenburg County Training Specialist Lori Reed posted an article on her personal Library Trainer blog to explain why she would not renew her ALA membership next year: to protest the exclusion of library Support Staff from the American Library Association’s Emerging Leaders program.

Lori writes of the excitement she felt when she first read that the program is “designed to enable more than 100 new librarians to get on the fast track to ALA and professional leadership,” then felt the wind being taken out of her sails when she realized that she, as someone without an MLS degree, could not apply to participate in this wonderful opportunity being offered by an organization which she supports through membership fees.

“So ALA will happily take the money from library support staff…for membership but does not allow those same members to apply for leadership opportunities within ALA as this one…No thank you.”

A few responses—including mine, meant to encourage her to work within ALA to change the situation rather than leave and give up hope for opening the doors to more opportunity for non-librarians within ALA—trickled in over the weekend. And then the number of responses doubled and included thoughtful pieces in support of Lori’s dissatisfaction from two treasured associates whom I have known since we first met through Infopeople: Pat Wagner and Sarah Houghton-Jan.

Pat suggests that “a goodly number of libraries in small communities are run by people without masters’ degrees” and says she has been involved in “a number of library leadership programs that were open to everyone, and the quality of participants remained very high.”

Sarah takes this a step further with a posting on her Librarian In Black site today in addition to what she wrote in her “Library Trainer” posting, assures her readers that “I agree with Lori wholeheartedly,” and calls for ALA to “pay them (members of library Support Staff) the respect they deserve.”

Lori, encouraged by the responses, produced a follow-up post this evening as I was editing this article. Perhaps the rest of us who so passionately support training opportunities for the widest possible audience can support her and our colleagues by trying to gain the attention of those who are already involved in the program and might be willing to expand the definition of—and playing field for—prospective library leaders today.

Thank you to Pete for tagging me on this Passion Quilt meme…
(Post a picture from a source like FlickrCC or Flickr Creative Commons or make/take your own that captures what YOU are most passionate about for kids (for me: Library School Students) to learn about…and give your picture a short title.)

original image, Hexagram Three from the I Ching, located:
http://commons.wikimedia.org/wiki/Image:Iching-hexagram-03.png

From the Wilhelm-Baynes translation of “the I Ching or the Book of Changes”:
(text from http://theabysmal.wordpress.com/2006/10/25/i-ching-hexagram-3/)

“The name of the hexagram, Chun, really connotes a blade of grass pushing against an obstacle as it sprouts out of the earth - hence the meaning, “difficulty at the beginning.” The hexagram indicates the way in which heaven and earth bring forth individual beings. It is their first meeting, which is beset with difficulties. The lower trigram Chen is the Arousing; its motion is upward and its image is thunder. the upper trigram K’an stands for the Abysmal , the dangerous. its motion is downward and its image is rain. The situation points to teeming, chaotic profusion; thunder and rain fill the air. but the chaos clears up. While the Abysmal sinks, the upward movement clears up. While the Abysmal sinks, the upward movement eventually passes beyond the danger. A thunderstorm brings release from tension, and all things breathe freely again.”

Chaos is a scary thing, beginning something new is a scary thing. Challenging ourselves with new opportunities, new technologies, new knowledge is scary but rewarding, often leading us to new ways of thinking, new approaches to problems, and new strength.

To me this hexagram from the I Ching means lots of things and holds lots of good lessons for those heading out into the Library world:

Perseverance - Don’t be discouraged. Success doesn’t always come quickly, in this rapidly paced world we have to remember that time and fortitude can work in our favor.

Frustration and failure are teaching tools - Not all things can or will work out, but we can take knowledge from everything.

Input/Advising - Too often we can be tempted to work/be alone, especially when our work puts us alone in front of a keyboard. Seeking wisdom and guidance can turn a chaotic path into a clear one.

YOU pick the path - Seek advice and guidance from others but remember it’s your responsibility to chart your path.

Seek Chaos - Consistency and comfort for the sake of consistency and comfort will yield little gain.

So as not to be the cause of chaos (or add chaos and confusion for myself)…I’m going to break the rules and not tag anyone. If however, you feel “inspired” please feel free to self tag.

Steve
p.s. I also picked this image as it’s my one and only tatoo

Another piece in the learner-focused revolution that Paul describes is a renewed attention to outcomes of learning. ‘Outcomes-based planning and evaluation’ (OBPE) is a systematic way to plan user-centered programs and to measure whether they have achieved their goals. In a new course titled Shaping Outcomes, developed by Rachel Applegate, there is a quotation from the United Way of America that defines an outcome as:

“not how many worms the bird feeds its young, but how well the fledgling flies”

Want to find out more about the principles of OBPE?

Rachel will be presenting her ideas at a WebJunction Learning Webinar:
Thursday, May 29 at 11 AM PDT / 2 PM EDT

Registration for this webinar is optional. To register and receive an email reminder, visit the WebJunction Calendar of Events at http://evanced.info/webjunction/evanced/eventcalendar.asp.

Otherwise you may follow these instructions to attend:

Questions? Email einstitute@webjunction.org with any questions.

If we are to believe David Maister, the sky is once again falling, everything you know is wrong, and we’ve all been wasting our time by doing what we do as trainers.

Having modified an earlier series of blog postings into Why (Most) Training Is Useless in the May 2008 issue of T+D, ASTD’s monthly review of what is new, exciting, and challenging in the world  of training, Maister offers a thought-provoking confession and a suggested remedy.

Among his assertions are the proposition that “the majority of business training—by me and by everyone else—is a waste of time because only a microscopic fraction of training is ever put into practice with the hope for benefits obtained” (p. 53).  He also, in a section subtitled “The Right Approach,” suggests that a “full-change program” should be created; people should be trained with their coworkers so the lessons are carried back to and implemented in their workplace; and that staff rather than outsiders should be used to provide effective training experiences: “Outsiders should be used only to help train-the-trainers programs” (p. 58).

There’s much to admire in Maister’s article, and he is not alone in questioning whether current training procedures are effective. More pre- and post-workshop activities undoubtedly lead to better learning opportunities. Training employees in their “regular operating groups” does help create the possibility that the learners will have their lessons reinforced.  There is, however, also much to question.

Those of us who have managed training programs featuring a combination of in-house trainers and those hired from outside our organizations hear from our colleagues that they appreciate the training opportunities they would not have received if we had to rely solely on in-house resources. We also hear and see that what we offer is far from useless when our colleagues consistently tell us how helpful it is for them to have the variety of options we provide: one-hour, half-day, and full-day offerings on a variety of topics; occasional series which extend over two- or three-day periods; series which may continue once a month for several months; and other combinations such as asynchronous online learning opportunities or lesson plans which can be printed out and used on a schedule established by employees rather than supervisors or trainers.

Useless? I think not. Common? Not as common as it should be, but we all have to start somewhere.

The current “learning revolution,” which concentrates on learners as much as on instructors and which encourages abundant pre- and post-workshop activities to assure greater results from training sessions, is something to be admired and supported. It does not, however, mean that one-time workshops need to be eliminated.

A one-time harassment prevention session led by attorneys and involving an actor and an actress who did short, improvised vignettes on the topic led to unplanned workplace and lunch-time conversations among employees for several weeks after the sessions ended. Those informal discussions drew in employees who were not even present for the original presentations and helped create more awareness of the topic throughout the organization.

Workshops including discussions and tips about how to more effectively work with transgender colleagues and library users led to similar viral learning and the unsolicited assertion from at least one participant that the effectiveness of the instructor’s presentation had caused a major shift in the way that the participant worked after attending the session.

In the same way, we don’t need expensive surveys to know that employees who choose to attend one-hour, half-day, or full-day workshops on how to use the latest versions of Word, Excel, or PowerPoint are returning to their workplace and using what they learned to their benefit and to the advantage of those who use the services of the organizations for which they work.

I have no argument with Maister and others who suggest that more training time and more cohesive planning of long-term training goals can produce fantastic results. I’m also a strong supporter of having comprehensive in-house peer-based training programs along the lines of what the Contra Costa County Library offers. Where I do part ways with them is when they act as if they’ve suddenly seen the light, discovered that everything they’ve done was useless, and try to lead us to the one, true way to reach our goals—until they discover that this new way is also far from perfect and needs to be replaced by yet another “right” way to do things. As if everything we know were wrong.

All of us CEBuzzers got tagged for the Passion Quilt meme by Pete, so I’ll take the plunge. (Post a picture from a source like FlickrCC or Flickr Creative Commons or make/take your own that captures what YOU are most passionate about for kids to learn about…and give your picture a short title.)

Original photo: http://flickr.com/photos/sadams/495544926/

Don’t let the tools determine what you build. Tools are wonderful but they are only tools. What you build should spring from your interests and enthusiasms, from the needs of your family, friends, or community. Once your imagination has conceived a project, then decide which tools will help you accomplish it best.

Tools won’t build for you. There isn’t a tool invented yet that will substitute for determination and good planning. You’re the driver. You’re the one who has to exercise quality control and see the process through to completion.

Enjoy the process. The final product may be the goal but don’t forget to immerse in the journey. Feel the satisfaction in the smooth operation of a good tool. Absorb the sensation of forward motion, of working with a good team. Laugh at your mistakes, learn from them and move on.

Keep your tools sharp. There’s nothing so counter-productive as a dull edge. Just make the time to sharpen your chisels, sharpen your mind, sharpen your awareness. Keep your eyes open to new tools that may help you be a better builder, but (cycling back to the first point), don’t let the new tools control your direction.

I tag:

Janie Herman
Marianne Lenox
Rochelle Hartman
Andrea Mercado
Marilyn Mason

Learning management systems (LMS) have been around forever, and it appears, at least in my anecdotal observations, that public library land is jumping on the bandwagon.  

An LMS empowers an organization to manage, track, and quantify all learning activities. 

No system is perfect, but there are several things to consider before purchasing an LMS.  We recently acquired an LMS here at Gwinnett County Public Library after evaluating several vendors.  I began this process very green, but have learned several valuable lessons along the way.  Here is some wisdom I’d like to share:

v     What exactly do we need from our LMS?

Sure, as the training manager, I have many ideas for what I want the system to be able to perform, but this purchase isn’t just about me.  Does HR have specific needs?  What role will the IT department play in the implementation?  What strategic benefits do the Executive Director and other department heads hope to reap from this large purchase?  Know your core needs before contacting any vendors.  You’ll be quickly embarrassed if you don’t.

v     What features must the LMS have?  What’s optional?

After you know your business needs, you can begin thinking about core features of the LMS and any extra bells and whistles.  What kind of reports do you need?  Does your LMS come bundled with courseware?  How scalable is the system?  Is the LMS SCORM and/or AICC compliant?  Only you know your budget.  It goes without saying that you cover the core features first.  Do not go gadget crazy and purchase features you don’t need (ie, learning management system vs. talent management system).  There are some thirsty sharks out in the ocean of sales reps.

v     Who is this company, anyway?

Be sure that you are buying from an established company.  Can your vendor provide references of clients who have benefitted tangible returns after implementing the vendor’s LMS? 

v     Should I buy or rent?

Buying your LMS software may sound appealing, and if you have the IT resources in your organization, maybe this works for you.  If you purchase your LMS, it’s yours.  The implementation, upkeep, and upgrades also become your sole responsibility.  However, if you rent, the vendor implements, upkeeps, and upgrades using this software as a service model.  The LMS is hosted on the vendor’s servers, and you don’t have much to worry about… except the yearly fee for service.

v     Will the LMS work with other systems our organization uses?

This is a huge consideration, especially if your library already has a human resources management system.  Is it important that your LMS be able to communicate with your HRMS?  Can the LMS talk to the HR system?  If so, how much will it cost to customize the LMS?  Customization is expensive!

 Hopefully these tips will save you some grief.  If only I knew then what I know now.

~Jay

There is clapping, cheering, and laughter from the audience for this TED talk, in which innovator Johnny Lee demonstrates how to turn a Wii game remote into a trendy teaching tool. Lee is highly motivated to bridge the divide between those organizations that can afford to experiment with the cutting edge of technology and those who can only sit back and watch.

In this video, Lee demos how to create an affordable interactive whiteboard by taking advantage of the “high-performing infrared camera” that is in the tip of a Wii controller. He combines the motion-sensing camera of the Wii with a $50 infrared pen (available from Radio Shack)—you just have to see the video to appreciate it.

Since posting this idea on his website, there have been over half a million downloads.

“Teachers and students around the world are already using this.”

Check out Lee’s website for other “little great ideas.”