Best practice in People's Network staff training plans

Many library services proposed excellent approaches for delivering the staff training programme to their staff. A selection of good plans are available for downloading as well as an overview of some of the good ideas that were proposed in training plans, according to each of the 7 key assessment criteria:

1. That analysis of training needs was clear in relation to the Expected Outcomes

• Expert panels felt that the better plans tended to describe the wider service, community and training context to give an understanding of their authorities' specific needs. In some instances the plan is clearly linked to wider corporate ICT strategy, such as the LEA ICT training targets, demonstrating a clear commitment to joined-up local government.
• Where staff confidence and prior knowledge of ICTs was stated as being low, several authorities planned to pilot their suggested methodologies during the first year of the programme to ensure that methods of delivery are effectively meeting the needs of their staff. Feedback from the 'pilot year' would then help to inform successive years of the training programme.
• Several suggested that pre-course training sessions would be given to those with minimal computer awareness and limited experience of using computer equipment to boost peoples confidence before taking the ECDL programme.

2. There was information on how the Expected Outcomes are to be achieved

• Stronger plans provided a clear rationale for selecting their chosen training providers and methods of delivery in relation to the specific training needs of their staff and in relation to meeting Expected Outcomes.
• Several authorities had already recruited or planned to recruit a dedicated member of staff at the time of applying, (sometimes working with other Human MLAs and ICT staff) to co-ordinate, implement, monitor, evaluate and develop the training process over the life of the project, and beyond.
• Setting up a training steering group to determine strategic development and provide quality assurance over the life of the programme and beyond.
• Building in practice time at work for staff to apply new and evolving skills.
• Asking staff to complete 'learning logs' or portfolios as evidence of achievement to encourage them to take responsibility for their own continuous development.
• Management would be required to foster an environment and culture that encourages personal development, continuous learning and sharing of skills and knowledge.
• Providing a staff helpline / troubleshooting system using both telephone and email support (either delivered in-house or externally).
• Providing a mentoring programme of accredited staff to support those still receiving training.
• Delivering training to and beyond expected outcomes as part of a regional consortium to encourage economies of scale and co-ordinated approach, and to foster a sense of community and sharing of experience for those involved.

3. Details of how many staff would receive training during each year of the programme

• Quite simply the better plans detailed the number of staff, the type of staff and type of training to be received for each year of the programme in a clear and consistent format
• Commitment to train newly recruited staff as part of their induction programme.

4. Details of how other resources will complement the NOF funding

• Authorities funding a part- or full-time post dedicated to co-ordinate the implementation, monitoring and evaluation and sustainability of staff training.
• Purchasing laptop computers to enable staff to learn and practice skills at home, in staff work rooms or elsewhere.
• Collaboratively funding a regional post to monitor and evaluate delivery of advanced training delivery.
• Ring-fencing parts of the general training budget and other library budgets for future ICT training.
• Pool staff given access to the training programme and resources available to gain skills.
• ICT staff newsletters and other briefing papers on topical ICT matters.
• Follow up training and practice opportunities to facilitate consolidation of learning.
• Collaborating with Council IT and regional players to develop future training provision.

5. Details of how they will be monitoring and reviewing the progress of the training plans

• The most impressive plans combined monitoring and evaluation techniques at a number of levels including organisational, library unit, and individual levels. The following points list some of the ways that this will be achieved.
• The use of qualitative data gathering methods to complement statistical data gathering methods of evaluation, such as eliciting customer feedback (user satisfaction surveys and consultation) during and after the training process to assess the value and impact of ICT training programmes - and seen in relation to overall service delivery targets.
• Collaboratively funding a regional post to monitor and evaluate delivery of advanced training.
• Developing a training and staff development database to generate regular progress reports in a number of areas including: identifying and meeting training needs; determining the number and levels of staff receiving training; staff pursuing post entry qualification courses; costs of providing training on a per capita basis; post training feedback from written and debriefing sessions; and post training impact on staff performance.
• Forming a staff development steering group to assist with the management, monitoring and evaluation of the programme both strategically and longer term and at an ongoing individual level. Several suggested that these groups would offer an important support network to staff.
• Regular staff review meetings with individual training objectives for each member of staff and unobtrusive testing exercises.
• Consultation with groups of staff.
• Course attendance feedback and evaluation forms.
• Practice exercises and opportunities to apply and consolidate learning.
• To conduct an annual TNA exercise and use results to assess progress and identify problem areas.
• Staff mentors assigned to support staff.
• Worksheets devised and used to assess competence in areas not incorporated in the ECDL qualification.
• Through external training providers training management systems.
• Using the first year to pilot approaches to determine most effective strategy for remainder of the programme.

6. Details of how ICT training for staff will be developed and sustained beyond the life of the NOF programme

• Developing an interactive website to administer the training plan and to house resources to support training of staff during and beyond the life of the NOF programme, with the potential to share lessons these with other library authorities.
• Purchasing ICT hardware, computer based training software packages and other learning resources which can be used beyond the life of the programme. Some plan to purchase these regionally to achieve economies of scale.
• Cascade in-house trainer skills will be used on an ongoing basis.
• Incorporating the training into the staff induction process of all new staff and incorporated into job descriptions.
• Ring-fencing and expansion of future budgets to continue training programmes beyond the NOF programme for ICT equipment, resources and service provision.
• A rolling programme of ICT training updates for staff to continue to refresh and update skills.
• Developing links with other programmes such as the NGfL and UfI.
• Establish the library Department as an accredited ECDL test centre with a view to expanding the facility to other Council employees to generate income to assist further ICT investment within libraries.

7. Provided a budget profile showing the items which NOF and other funding will be spent on for each year of the programme.

• There were several good budget profiles submitted. As an example, the England expert panel felt that Devon's budget profile ( PDF 21KB) was excellent because it includes all the necessary information in a very clear and concise format.