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NOF ICTL for Public Library Staff

NOF ICTL for Public Library Staff. Interim survey of training to meet Outcomes 2-8 and Advanced levels Chris Dodds, for Resource and NOF. Background. Concerns Inform evaluation and impact assessment work being undertaken by NOF and Resource Inform the continued development of the programme

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NOF ICTL for Public Library Staff

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  1. NOF ICTL for Public Library Staff Interim survey of training to meet Outcomes 2-8 and Advanced levels Chris Dodds, for Resource and NOF

  2. Background • Concerns • Inform evaluation and impact assessment work being undertaken by NOF and Resource • Inform the continued development of the programme • Help build a body of materials • Phone calls, written submissions and 14 case studies. 61 authorities across UK

  3. Summary of findings • Only a handful linked EOs and advanced to existing external qualifications • Authorities progressed much further than ECDL with a dedicated ICT Training Co-ordinator • Time taken to meet ECDL difficult to resource • Confidence and team spirit were the winners • Confidence high after ECDL so momentum carries to supplementary outcomes • Formal sessions preferred to distance learning • Intranets will be most likely hosts to training materials once PN is rolled out • Time consuming to develop or adapt materials

  4. Summary of findings 2 • Materials are predominantly paper-based • Services rely on small groups/individuals to create, edit or deliver the training • Services are celebrating achievement • Other training includes taster sessions, troubleshooting and other training areas • New staff get ECDL, other outcomes less likely • All staff get similar training, with some specialism • External training has high travel costs – used mostly for supp. and advanced. ECDL is local • Sustaining training without new resources will be hard

  5. Summary of findings 3 • Staff retention is a concern for highly skilled • Concern about unrealistically high expectations by public • Little customisation into community languages • Project work/ self-evaluation is the basis for the delivery of supp. • Most deliver supp. in-house • Only 6 authorities had created new material for all supp. And advanced outcomes • 50% had started supp. Training and are still developing plans for delivery

  6. Summary of findings 4 • Progress with supp. Outcomes is improved where Educators are in place • Few external providers of supp. and advanced • Some innovative examples are available • Information Manager delivery is weakest, with IT Gatekeeper and IT Consultant poor • Most advanced training is consortium developed and externally provided • Net Navigator is delivered to all staff in most authorities surveyed. Often delivered by Educators with customised materials and delivered in-house

  7. Assessment • Only small number formally test staff on supp. • In-house and cascaded training has some formal training and some homework and self-assessment • Most were using self-evaluation in supp. And advanced outcomes • Some used quizzes and informal in-house assessment of trainees • Portfolio development within training programme • NVQ framework and use of other awards, some time off, tickets to concerts and events,

  8. Materials • About 50% plan to create a central repository • Many will host these on Intranets and PowerPoint • One authority has developed PN training programme materials for public and staff in each branch • Educators are taking the lead role in developing own materials • Some have set up discussion lists to disseminate and share information

  9. Future Plans • All anticipated the need for refresher training • Some had staff development and appraisal systems in place as the mechanism for this • Some have mentors/educators, IT Dept or ICT training co-ordinators to deliver this • Refresher training may be needed as PN infrastructure is put in place • Concerns about funding for this and ECDL • Feeling that there should be an off the shelf solution • Reports of “astonishing turnaround in (staff) attitudes”

  10. Problem areas • Conflict of Educator (ICT teacher) role not on job description • Length of time needed for ECDL • Changing the image of library to cutting edge service • Outcomes overlap and complicate the process • Need to improve Co-ordination of the training and infrastructure • On outcomes looked at troubleshooting (key for frontline staff) • Few external providers

  11. Problem areas 2 • Some external training failed to differentiate between advanced roles sufficiently • Difficulty developing supp. training materials, especially reader development • Concern about raising user expectations • IT Gatekeeper/Consultant/Manager role • Travelling to external course delivery • Resourcing • Retention • Continuing need to adapt materials

  12. Scotland’s Input • Angus • Dumfries and Galloway • Dundee • East Renfrewshire • Edinburgh • North Lanarkshire • West Lothian

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