Making the Transition from Trainee to Trainer. Dan Brower Branch Manager Parkville Branch Mid-Continent Public Library. Jennifer Peters Content Management and Discovery Services Librarian Rockhurst University. Introduction. “Other duties as assigned” in job descriptions
Making the Transition from Trainee to Trainer Dan Brower Branch Manager Parkville Branch Mid-Continent Public Library Jennifer Peters Content Management and Discovery Services Librarian Rockhurst University
Introduction • “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.
Goals • 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.
Theory Behind it all Source: Alaska Statewide Mentor Project:Mentoring Model: NTC Formative Assessment System http://www.alaskamentorproject.org/mentoring_fas.php
What kind of assessment: before learning during learning after learning
Learn it • Break it down • Teach it • Follow up • Learned! • Questions?
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
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)
Learn it • Break it down • Teach it • Methods • One-on-one vs. Group Training • Hands-on vs. Presentation • Different people learn different ways
Learn it • Break it down • Teach it • Methods http://www.crito.uci.edu/papers/2005/DanzigerDunkle.pdf
Teach it • 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
Teach it • 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
Technology Wikis LibGuides Screen casting instructions LiveBinder
Technology • 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)
Teach it • Learn it • Break it down • Teach it • Follow up • 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.
Teach it • Learn it • Break it down • Teach it • Follow up • Learned! • 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
Teach it • Learn it • Break it down • Teach it • Follow up • Learned! • Questions? • Safe place to ask questions • Peer to peer resources • Scheduled follow-ups for more questions
Tips & Best Practices • 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)
Tips & Best Practices • Show and Tell • Trainees show different things they learned • Different methods discussed • Let the trainee get hands-on • Broad instructions let them discover
Tips & Best Practices • 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?
Tips & Best Practices • 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.
Lessons Learned • 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
Training Free & Breezy Go Live! You can do it! Try it you’ll like it Just play with it Trainers: What we is
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
Resources: • 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.
Contact Us: Jennifer Peters Content Management and Discovery Services Librarian Greenlease Library Rockhurst University email@example.com Dan Brower Branch Manager – Parkville Branch Mid-Continent Public Library firstname.lastname@example.org