Many of us are familiar with the Learning 2.0 program started by Helene Blowers. This Web 2.0 training program has been riffed on by many libraries, and some are now using the model to deliver other kinds of training beyond Web 2.0 tools. As an example, South Dakota State Library staff recently tweaked the model to deliver database training in their state.
Last week I had the pleasure of talking to Missy Shock on her development of this model. Missy is the training director at Douglas County Libraries. She and her 3 trainers implemented Colorado’s version of Web 2.0 training with all the public service staff in her libraries. They had such success that they’re leveraging the model for other trainings. What follows are some excerpts from our conversation.
What benefit did your staff get from your Web 2.0 training?
Some of our staff were excited about the program and jumped in, while others took longer to come around. I think what got everyone hooked was the usefulness of the tools. We haven’t done formal evaluation yet, but we definitely see that they’ve institutionalized the use of these tools. And this is not just the early adopters. When people need to set up a meeting, they set up a doodle poll. When people need to work collaboratively, they’re using Google Docs. People are blogging their project reports. I didn’t see these tools being used before the training.
We’ve also noticed that the program allowed staff to develop a level of confidence for learning on their own. Staff needed learn the model and get used to it, but now that they’re familiar with it, we want to use it for more training as soon as possible.
What are your plans for developing the self-directed online learning approach?
This is a great approach for tech training, so most of our plans are related to technology. The first training being developed is with e-readers. We also have a “library as publisher” initiative coming and it’s likely we’ll use this approach for e-pub training. Other possibilities include current productivity tools, databases and ILS training.
Beyond technology, I can see it being used for library skills, for example, if we have a storytime initiative come down and training is needed. I can also see it used for staff orientation which is already online in a number of Captivate and other videos.
How are you creating these new trainings?
We liked the Learning 2.0 structure where large topics are broken down into modules with lessons, and we’ll use that. We’re using a blog format and decided on WordPress.com. With this approach we’re self-sufficient and not reliant on our IT department. This allows us to do quick development—get content from our SMEs, design the training using the model, then roll it right out. What’s great about this model is that you can start building modules and roll them out, while still creating more. We can be responsive to the needs of the organization, and even have multiple people developing multiple trainings at one time if that’s called for.
What do you do about those learners who are resistant to online training?
We take the approach of personal hand holding to deal with resistance. We’re available to support staff when needed. In our approach, supervisors and managers are playing more of a role in tracking and in guidance on the trainings. They receive a log sheet from us with information on how much time each module should take. Then if it takes that person longer, we know they need face-to-face help, which is available from the trainers or other helpful coworkers.
People talk about how this kind of training is a challenge for learners who like contact with other people. But this is something you can build in as part of your design. Offering a variety of activities is crucial for application within the workplace, so we’ll use multiple options and choices within the discovery exercises. Many of these can involve interpersonal contact. With the e-reader training, we might have an exercise where the learner needs to do an exercise with someone they know who owns an e-reader, or to go to Best Buy to get some hands on experience with devices. We’ll also have them buddy up with others on some of the exercises. Not only does this allow for contact but it also lets them see how to do something in a way they might not have done themselves.
Ultimately, for this to work, you have to have someone minding the store. It doesn’t even need to be a trainer—it can be a supervisor, a manager, or any of a library’s go-to people. There needs to be someone who will monitor and manage the process of the particular training. The program is about more than just the learners. You can’t just put it out there without someone being responsible for it.
What’s your ultimate goal with this approach?
As I mentioned, staff is more confident about learning more after using this model. There’s the saying, a rising tide lifts all boats. Because of the way staff is demonstrating their learning to managers, supervisors and each other, the competency level of everyone is raised.
As we bring more of these trainings to staff, they’re becoming more responsible for their own learning, will ask for time to do it and will manage it more on their own. I can see that this would ultimately evolve into a system where staff is developing their own personal learning plans in a way that can be integrated into their performance plans and evaluations.
If you’re using the Blowers model to support different kinds of training, I’d love to hear from you in the comments. Let us all know what you’ve got in the works!
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