Transcript Library-Wide IT Proficiency Workshop Presentation [pps, 4mb]

Library-Wide IT Proficiency
New England Library Association
June 12, 2008
Providence, Rhode Island
Gary McCone
Grace Sines
Agenda
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Today and materials
Participants’ Introductions
Part I - Proficiency, IT Staff, and End Users
Part II - Roadmap for Creating IT-Savvy
Library Staff
Today and Materials
• Why we decided on this topic
• Workshop material
• Goals
– provide information and tools
– collaborate with all of you
– be Interactive and Fun
Introductions
We will capture on charts
• Who are you?
• Where do you work?
• How is your role related to IT proficiency in
the library?
• How many users do you support?
• What do you want to take away from
this workshop?
• What are your major challenges?
Part I – Proficiency, IT Staff and
End Users
• IT Proficiency
• IT Staff
• Know Your End Users
– Generations
– Good, Bad, and the Ugly
Why is management of IT
proficiency important?
• IT is the underpinnings of almost everything
• If you get it right the first time, less work, less
stress
• Promotes self-sufficiency
• Builds a strong knowledge base across Library
• Improves morale
• Improves teamwork
• Helps manage expectations of everyone
• Promotes cost effectiveness
• Others?
What makes Library-Wide IT
proficiency so difficult to manage?
• Many skill levels are involved
• Not knowing what staff needs
– New projects
– Operational activities
– Future projects
• Lack of Management Support
• No one to take ownership for a program
• Others?
Requirements for Proficiency
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Successful IT Staff
Employees who want to be proficient
Support of Management
Someone who wants to make it happen
Others?
Successful IT Staff
• Enable non-IT staff
– Don’t hold all the power
• Excellent communicators
– But not the programmers
• Able to understand users
• Expert IT knowledge (but not in
everything)
• Resourceful (know how to obtain info)
• Sensitive to interpersonal relations
Successful IT Staff
• See lots of options, alternatives,
possibilities
• Understand goals and mission of Library
• Feel challenged and energetic
• Understand, know and connect with end
users
• Like their jobs
Know Your Library Staff
Generations
and
Meetings
Bridging the Generation Gap
Gary McCone, BB
Generation
• A segment of the population generally
spanning about 20 years that share
common characteristics, values, and
notable events.
What’s all the fuss?
 First time that we have 4 different
generations working together
Veterans, Baby Boomers, Gen Xers, and
Millennials
 Each of these generations was impacted by
various events that shape who they are and
how they work
 We need to understand what motivates the
various generations and how to work
together
Myths: Are these Fact or Fiction?
1.
2.
3.
4.
Older and younger people have different values.
Younger people are slackers – they aren’t working the hours older people are.
Older people aren’t as interested in learning on the job as younger people are.
Older people want training in broader issues such as strategy and leadership, while younger people want
training in specific areas such as business skills.
5. Older and younger people are different in how they want to learn; younger people want to learn everything
through the computer!
6. Older people are more loyal to organizations than are younger people.
7. There is so much conflict between older and younger people that they find it difficult to work together!
8. Younger people think that almost everything in organizations should be changed immediately, while older
people think that nothing should be changed at all.
9. Younger people are always looking to leave.
10. To retain younger employees all you need to do is give them more money; older employees are easy to retain
because they have everything they want.
11. Older employees trust their employers more than younger people do.
12. Older and younger people want different things in their leaders.
The Four Generations
• Veterans
1922–1945
• Baby Boomers
1946-1964
• Generation Xers
1965-1980
• Millennials
1980-2000
Generational Snapshot of
Workforce
8%
21%
Millennials
Generation X
41%
Baby Boomers
30%
Veterans
Generational Snapshot of
Workforce at NAL
8%
21%
Millennials
6%
2%
18%
Generation X
41%
Baby Boomers
30%
Veterans
74%
General Workforce
NAL
[155 Feds]
Association of Research Libraries (2007)
The Veterans
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Born between 1922-1945
are now 63 - 86 years old
Represent 8% of the work population
Also known as: matures, seniors,
traditionalists, silent generation, Radio
Babies
Veterans: Defining Events
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The Great Depression
The New Deal
Social Security Established
Golden Age of Radio
Pearl Harbor Attacked
WW II and Korean War
Rise of Labor Unions
Veterans Values
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Dedication/sacrifice
Law and order
Strong work ethic
Risk averse
Respect for authority
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Patience
Delayed reward
Duty, honor, country
Loyalty to the
organization
The Baby Boomers
• Born between 1946-1964
• Now between the ages of 44 and 62
• 72 million strong
• Also known as:
Boomers
Boomers: Defining Events
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Economic Prosperity
Expansion of Suburbia
Focus on Children
Television
Vietnam
Assassinations
Civil Rights Movement
Cold War/McCarthy Hearings
Space Race/Moon Landing
Boomer Values
• Optimism
• Team work
• Personal
gratification
• Health and wellness
• Promotion and
recognition
• Youth
• Work
• Volunteerism
The Generation X’ers
• Born between 1965-1980
• Currently 28 – 44 years of age
• 44 Million
• Also known as: X’ers, Baby
Busters, Post-Boomers
Gen X’ers: Defining Events
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Watergate, Nixon resigns
Challenger Disaster
Computers
Women’s Lib
Latchkey Kids
MTV
AIDS
Energy Crisis
Glasnost, Perestroika
Persian Gulf
Gen X Values
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Diversity
Global thinking
Balance in life
Personal
development
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Fun
Informality
Independence
Initiative
The Millennials
• Born between 1980 and 2000
• Under 28 years of age
68 Million Strong
• By 2010 will outnumber Baby Boomers
(born 1946-1964)
• Also known as: Generation Y,
Nexters, Echo Boomers,
Nintendo Generation, Gen@,
Internet Generation, Screenagers
Millennials: Defining Events
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Technology
Clinton Scandals
Multiculturalism
Desert Storm
“Reality” TV Shows
Terrorism – Columbine, Oklahoma City
Bombing, 9/11
• Columbia tragedy
Millennial Values
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Optimism
Civic duty
Confidence
Ambition/achievement
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Education
Idealism
Fun
Diversity
Quiz: Career Goals
• Which of the following is most important to you?
– Build parallel careers.
– Build a stellar career.
– Build a legacy.
– Build a portable career.
Lancaster and Stillman (2002)
Different Career Goals
• Veterans (Born 1900-1945): Build a legacy.
• Baby Boomers (Born 1946-1964): Build a stellar
career.
• Generation X’ers (Born 1965-1980): Build a
portable career.
• Millennials (Born 1981-1999): Build parallel
careers.
Quiz: Feedback
• Sorry to interrupt, but how am I doing?
• Once a year, with lots of documentation.
• No news is good news.
• Feedback whenever I want it, at the push of a
button.
Desired Feedback
• Veterans (Born 1900-1945): No news is good
news.
• Baby Boomers (Born 1946-1964): Once a
year, with lots of documentation.
• Generation X’ers (Born 1965-1980): Sorry to
interrupt, but how am I doing?
• Millennials (Born 1981-1999): Feedback
whenever I want it at the push of a button.
Managing Millennials
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Provide structure
Provide leadership & guidance
Encourage self-assuredness
Establish teams
Listen to them
Challenge them
More Managing Millennials
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Let them multitask
Use their technology capabilities
Capitalize on their networking
Provide life-work balance
Provide employee-centered workplace
Training the Generations
Rote-Memorization
Study (extensive)
Veterans
Course-based
learning
Boomers
Classroom
PowerPoint
Kits
Hands on
Lecture
Workshops
Books &
Manuals
Gen X
Learning is
Supposed
to be Fun
eLearning
Exploration
Learning
Thru Play
Role playing
(games)
Media centric
Software,
CDs, Video
Mobile
e.g., iPod
Millennials
Web 2.0, Wikis,
Blogs, Pod Casts
Training the Generations
Veterans
Baby Boomers
Gen-Xers
Millennials
Lecture style is
acceptable.
Include team activities
in teaching methods.
Include lots of
activities & individual
report outs.
Use technology and
lots of variety in
teaching methods.
Respect their
experiences and
opinion in case
studies.
Let participants
experience different
team roles (e.g., leader)
“One solution” to case
studies is
unacceptable.
“One solution” to case
studies is
unacceptable; want
casual discussion.
Align training with
company’s bottom-line
success.
Align training with
company’s strategic
plan.
Align training with
company’s mission.
Align training with
company’s values and
positive image.
Will be respectful in
evaluation comments
at end of session.
Will want to evaluate at
end of session and at
follow-up times.
Will provide feedback
during the session and
won’t patronize trainer.
Will provide feedback
during the session and
expect praise for it.
Interested in adding
skills just for fun.
Want deliverables that
ensure job survival.
Want skills that are
transferable to other
companies.
Want fun skills that are
transferable to other
companies.
Will arrive at workshop
early.
Will want social time
during workshop.
Start on time/end on
time expectation.
Start on time but I may
be late/end early
expectation.
Want trainer to
acknowledge their
input.
Want other participants
to acknowledge their
input.
Don’t need anyone’s
acknowledgement.
Want trainer to
frequently
acknowledge their
input.
Gravett and Throckmorton ( 2007)
Millennials and Diversity
• By 2010, minority groups will make up 52% of the under-18
population
• In the 2000 census
– 39% of people under 18 were people of color
– 4% of people under 18 were biracial
• 20% of Millennials have at least 1 parent who is an immigrant
• 17% speak a language other than English at home
• 25% will live with a step parent; 25% with a single parent
Broido (2004)
For Millennials…
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Ctrl + Alt + Del is as basic as ABC
Computers have always fit in their backpacks
The Internet is better than TV
Reality is no longer real
Doing is more important than knowing
Multitasking is a way of life
Staying connected is essential
There is zero tolerance for delays
I don’t care when you were born . . .
What IT generation are you?
[1]
• Do you have your own Web page? (1)
• Have you made a Web page for someone
else? (2)
• Do you IM your friends? (1)
• Do you text your friends? (2)
• Do you watch videos on YouTube? (1)
• Do you remix video files from the Internet?
(2)
I don’t care when you were born . . .
What IT generation are you?
[2]
• Have you paid for and downloaded music
from the Internet? (1)
• Do you know where to download free
(illegal) music from the Internet? (2)
• Do you blog for professional reasons? (1)
• Do you blog as a way to keep an online
diary? (2)
• Have you visited MySpace at least five
times? (1)
I don’t care when you were born . . .
What IT generation are you?
[3]
• Do you communicate with friends on
Facebook? (2)
• Do you use email to communicate with
your parents? (1)
• Do you text to communicate with your
parents? (2)
• Do you take photos with your phone? (1)
• Do you share your photos from your
phone with your friends? (2)
I don’t care when you were born . . .
What IT generation are you?
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0-1 point – Veteran/Baby Boomer
2-6 points – Generation Jones
7-12 points – Generation X
13-over -- Millennial
Trunk (2007)
Digital Natives/Digital Immigrants
• Digital Natives . . .
– multi-task
– are used to getting information fast
– network/collaborate
– instant gratification
– “speak” a different language - what does it
mean to “dial” a number?
Prensky (2001)
Digital Natives/Digital Immigrants
• Digital Immigrant is comfortable with
technology but. . .
– prints e-mail to archive
– prints report to edit
– keeps paper and electronic calendar
• Digital immigrant bosses speak an outdated
language and are trying to manage a group
that speaks a totally different language!
Prensky (2001)
Peter Cochrane (2007)
Peter Cochrane (2007)
When Generations Collide
 Have you experienced generational
differences at work?
 How do they create problems or
opportunities to strengthen your
workforce?
 In what areas have these occurred?
 What areas are particularly sensitive for
you?
Meetings with End Users
• Building trust
• Building relationships
• Gathering information - The Good, The
Bad, and The Ugly
• Be prepared not to immediately respond
– Listen
– Listen
– Listen
Meetings - Continued
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Capture what they say
Develop a list of their questions
Have IT staff prepare written responses
Have a meeting with entire staff and share
all information
• Let them know they are important because
they are.
End Users
• They are regular people
• They come to work to be successful
• They depend on IT staff so they can do
their job
• They have important jobs to do
• They are sometimes misunderstood
IT Staff
• They are regular people
• They come to work to be successful
• They provide customer support to end
users
• They have important jobs to do
• They are sometimes misunderstood
• They are sometimes under appreciated
Communications with End
Users are Important
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Manage their expectations
Know who you need to communicate with
Know the purpose
What medium is most effective?
Who will be responsible?
How often?
Discussion Group
• 20 minutes to discuss
• Then report top comments
• Know your end users
– Who are they? Where in the organization?
– What are their IT proficiency levels?
– What are major issues with IT proficiency?
– How do you handle IT proficiency now?
Group Discussion Report
• IT proficiency levels in your Library?
• IT proficiency issues?
• Your methods in helping staff with IT?
Part II - Roadmap to Creating
an IT-Savvy Library Staff
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Technology Core Competencies
Incentives to Learn
IT Liaison Program
Centralized HELP
IT Primer
Training Options
FAQs
Intranet
Tech Tips/Showcase
Core Competencies
• IT Core Competencies ITCC
– Definitions
– Why do we have them?
– Who should develop them?
– What is the process?
– How should they be written?
– Resources
What is a competency?
• Definitions of ‘competency’ often include
words like ‘skills’, ‘abilities’, ‘strengths’,
‘expertise’, etc.
• Sarah Houghton-Jan’s definition:
– The abilities, qualities, strengths, and skills
required for the success of the employee and
the organization (Library Technology Reports
43:2 March/April 2007, p. 8)
What is a technology
competency?
• Ability or skill required to do something technical
• Knowledge of a technical topic and its
application such blogging, wikis, cyber security
• Multi-faceted
– Hardware – toners, cables, network
– Software – application, library specific, MS Suite
– Operating Systems – file management, desktop
IT competency examples
• Printer
– Load paper and cartridges
– Clear a paper jam
• Operating system
– Resize, minimize, and maximize windows
• Email
– Compose, address, send, reply, forward, and delete a
message
– Create folders and file messages
Examples - Continued
• Web browser
– Access web pages using a specified URL
– Follow embedded links on a web page
– Save a URL as a bookmark
• Security
– Maintain a safe password, and change it regularly
– Recognize spam and phishing email messages
Purposes for Developing Core
Competencies
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Develops a uniform knowledge-base
Promotes self-sufficiency
Keeps staff technology savvy
Increases job satisfaction
Develops better job descriptions
Creates new opportunities based on
acquired skills
Purposes - continued
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Develops clear expectations
Creates a culture of learning
Improves customer service
Others?
Types of competencies
• Task-based: Narrow in scope and specific,
easy to demonstrate/measure
• Task-based competencies are good when
specific skills are involved
• Descriptive: Broad and generic, difficult to
demonstrate/measure
• Descriptive competencies involve knowledge
Who Should Develop Core
Competencies?
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Management
Professional Library Staff
Professional IT Staff
Others?
Everyone Should Be Involved
WHY?
Process for Developing ITCC
• Committee/Task Force
– Write a charter or purpose statement
– Develop a timeline
– Decide on scope
– Google for information
– Involve others - how?
Process - Continued
• Have a Brainwriting – Brainstorming Session
• Capture all ideas
– Skills, knowledge, abilities
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Decide on categories, levels, or positions
Expand on ideas with the categories
Create drafts – spend your time here
Borrow from other sources
Make it relevant to your specific Library
Consider these in the process
• Which technologies should be included?
– Telephone, voicemail, or just PC/Internet-related
• How comprehensive should they be?
– Core competencies only or position specific
• What is the level of descriptive detail?
– Generic or specific e.g., OS or word processing
specific
– Level of knowledge – beginner, advanced
Competency Categories
• Relate competencies to positions
– Oakland Library
• Core for all staff
• Then by position such as library aides, assistants,
and reference librarians
– PLCMC
• Four tiers
• Tier 1 to all staff
• Other tiers specific to general roles
Public Library of Charlotte & Mechlenburg County, NC
A Challenge
• There is a tendency to focus on things that
can be learned or measured (e.g. ‘make
text bold’ or ‘use a style to format a
paragraph’)
• Attitudes can be difficult to express as a
competency (e.g., confidence in exploring
new software independently)
• How do you handle?
How will you implement?
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Communicate
Training
Job Description
Rating
Others
Resources
• WebJunction
• Technology Competencies for Libraries in North
Carolina
• Public Library of Charlotte and Mechlenburg
County’s Information Technology Core
Competencies
• Houghton-Jan, Sarah. Technology
competencies and training for libraries. Library
technology reports, v. 43, no. 2, March/April
2007.
• David Lee King’s Basic Competencies
http://itproficiencyresources.pbwiki.com/
Why have incentives?
• Some people feel threatened by
technology
• Some people are afraid of looking foolish
• Some people resist change
• Incentives can increase their motivation to
learn
Examples of incentives
• The most obvious one is money: everyone who
demonstrates increased IT competencies will get a pay
raise/bonus
– However, this isn’t always realistic
• Other examples of incentives include:
– Prizes for completion of a training course/set of
exercises (can be major, such as an mp3 player, or
modest, such as a box of chocolates or a gift
certificate)
– Time off (either to complete the training, or as a
reward for doing so)
– Public recognition (e.g., most improved technical
competencies)
Other ideas
• Managers/supervisors write personal
notes to congratulate staff members who
complete a training program
• Monitoring progress towards a goal, or
completion of a series of steps, on a
visible chart (like a thermometer)
• Group incentives may also be an option:
for example, an employer-funded social
event (pizza party) for the team that
completes the competency training course
first
Intangible incentives
• Incentives aren’t always tangible.
• Intangible incentives could include:
– Increased job satisfaction
– Better opportunities for promotion
– Increased confidence and independence in
using a range of technologies/software
packages
IT Liaison Program
• What is an IT Liaison Program?
• What / Who are IT Liaisons?
– Representatives from each
organizational unit
– The first point of contact for end users
– Someone who has a desire to learn IT
– Someone with an aptitude for IT
Reasons for an IT Liaison Program
• Faster service
• Able to handle minor issues – oops, the
computer was unplugged
• Enables self-sufficiency
• Representative of unit needs
• Assists in maintaining standards
• Others?
IT Liaison Responsibilities
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Focal point for computer questions
Installation of software
Assist in setting up new computers
Assist with purchases
Coordinate inventories
Attend meetings and distribute info to their
unit
• Contribute to meetings with topics
IT Liaison Responsibilities
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Focal point for computer questions
Installation of software
Assist in setting up new computers
Assist with purchases
Coordinate inventories
Attend meetings and distribute info to their unit
Contribute to meetings with topics
• Exclude anything involving use of a
screwdriver
• Others?
Steps to Establishing an IT
Liaison Program
• Meet with other staff to brainstorm the
advantages for your organization
• Write a proposal to management and seek
approval
• Develop an SOP for the Program
– Purpose, membership, responsibilities,
advantages, meetings, etc.
• Communicate info to organization
• Select IT Liaisons
IT Liaison Program Steps Continued
• Hold orientation meeting for Liaisons
– Discuss goals, their needs
• Provide appropriate basic training
– Software
– Hardware
– Troubleshooting Techniques
IT Liaison – Success Factors
• Support from management
• IT Liaisons who want to be a liaison
• Stick with the Program
– Hold regular meetings
– Develop communication forums
– Value their input
– Keep them knowledgeable
– Share problems and solutions
– Discuss the future of IT
Program Will Not Success IF
• Lack of management support
• Lack of funds or creative ways for training
and providing working tools
• Lack of interest by IT Liaisons
• Liaisons not sharing what they learn
• Leader not leading the program
Importance of Centralized Help
• Essential to the work place
• Ensures IT staff knows what is going on
around the organization
• Keeps end users up-to-date
– Software upgrades
– Software apps
– Security patches
– Hardware available
Centralizing IT Help
• Where to Begin
• Management Support for Staffing
• Define what customer service means
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What is acceptable/not acceptable/?
How quickly do you respond?
What do you provide?
What are your regular hours?
What are your non-business hours?
Establish SOPs
• Promptness of response
• Services available
• Others?
Methods to Request Assistance
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Phone
Email
Walk-ins
Software
– Heat
– Others?
A Primer
• IT Resources – A Primer for the End User
– Description of available resources
– Information on obtaining support
– Rules of behaviors and responsibilities
– Email
– Cyber security
– General information
– Mandates, Policies and Procedures,
Directives
Sources for Information in Primer
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Organizational Policies and Procedures
IT Group Policies and Procedures
Best industry practices
Knowing what end users need
Others?
Training Options
Training Options
• Free or Low Cost Training Options
– Online
– Training Fact Sheets for applications
– Harness knowledge of experts in Library
– Publications
– Seminars/Sales Pitch
– Mentoring Programs
– Cross Divisional training
– Others?
Training Options
• Fee Based
– Subscriptions
– Online classes
– Webinars
– Onsite training
– Others?
Teaching adults
An overview
Adult learners
• Are affected by prior experience, expectations,
and motivation
– Each person has an individual context
– Some may be technophobic/resistant
• Like to have clear goals and content that is
relevant to their needs
• Enjoy participating and sharing what they
already know
• Want to be able to apply new knowledge/skills
immediately
Guidelines for teaching adults
• Focus on how course content can be applied in
the real world
• Take advantage of people’s previous experience
• Listen to their opinions and observations
• Encourage participation and interaction
• Provide choices for practice activities
• Offer follow up/ refresher sessions
Dealing with technophobia
• Recognize that some people may be
reluctant learners
• Try to make the content relevant to them
– For example, find an example that relates to
one of their interests/needs
• Make sure that they know it’s OK to make
mistakes while learning
Discussion
• Which characteristics of adult learners do
you recognize in yourself?
• How important is participation and
interaction to you? To the other members
of your group?
Other IT Resources
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Trade Magazines
Technical PodCast
Online Blogs and Newsletters
Email Newsletters
Vendor Expos
Google
Others
Reference Handout
IT FAQs for Library Staff
• Begin with what you think they may want
to know
• Add questions that are asked by users
• Use what you learned from meetings with
your end users
• Keep it updated
• Reference Handout
An Intranet for the Library
• The IT Division led Library-wide initiative
• Lots of info on the staff shared drives
• Each organizational unit plus specialties
– Needed to be organized
– Needed to be web-ified
• Largest section is Computers and IT
– Foundation for all business
– To make library staff IT savvy
Library Intranet
Computers and IT
• Spotlights
– Microcomputer Liaison
– Primer for the End User
– Request for ISD Assistance
– Where do I get Voyager assistance?
Library Intranet
Computers and IT
• I want to
– Email for help
– Install a network printer
– Read Tech Tips
– Scan my computer for Adware and Spyware
– Schedule a conference room
– Use NAL’s training room
Library Intranet
Computers and IT
• Related Topics
– Computer utilities
– Email and Outlook
– ISD Forms
– MCL Program
– Network Drives
– Purchasing
– Others……
Library Intranet – IT Division
• How did we get there?
– Developing content with assistance from
taxonomy specialist
– Developed 3 sections
• Some for ISD only
• Most for NAL staff
We went from this
ISD Intranet
To
ISD Intranet
ISD Intranet – More Possibilities
Tech Tips
Going Beyond the Basics
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Get a nerd or a geek
Make it fun
Make it engaging
Make it outrageous
Make it productive
Make it gentle
Make it creative
Tech Tips
• Weekly Tips
– Email link
– Archived on the Intranet
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Quarterly Meetings
Solicit requests
Use what you know about staff needs
Use resources for ideas
Tech Tip Topic Examples
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Spam
Phishing
Google Labs
NAL Web History
Web migration
New technology
Make it real – make it applicable
– Example flash drive party
Tech Tip Topics2
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Digital Rights Management
The philosophy of innovation
Open Access Research
Library 2.0
Preservation strategies
RSS aggregation
Tech Tip Media
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Flash
Audio
Video
Interactivity
Viewlets
A Tech Showcase for ALA
John Gladstone’s Petting Zoo
Discussion of
Today’s Topics
What were the highlights?
What will you be able to use?
What could be used for a focus
workshop next year?
Thank You
Gary K. McCone
[email protected]
and
Grace R. Sines
[email protected]
National Agricultural Library
Beltsville, Maryland, USA