Training needs analysis and

beyond

Christine Urquhart, Sian Spink, Rhian Thomas

Dept Information Studies
University of Wales Aberystwyth

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Introduction
 How to - assess training needs
 What should be provided
 How training should be delivered
 Trends – workplace and profession
 ‘Elephants’ – old, and baby
 Next steps?

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How to assess training needs…
 Lessons learned
 Variety of methods have been used
 No one method provides the complete
picture
 Use an agreed framework (KSF)
 Gain enthusiasm (e.g. focus groups)
 Objective measurement also
important (activity log analysis,
competence levels)

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Competence and capability
 The vision thing…Special Libraries’
Association – includes
 ‘creates partnerships and alliances’
 ‘thinks creatively and innovatively’
 ‘seeks out challenges and capitalises on
new opportunities’
 Not just competence – capability
and self-efficacy important for
professionals

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How to deliver training
 Variety of methods important
 To suit varying learning styles, time,
and topic
 Cross-sector (HE/NHS, MLA)
opportunities
 Important to scaffold on existing
skills
 Accreditation useful – and
transferable

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Common themes in training priorities

 Research and information retrieval skills

for more advanced specialist practitioners
 Technical and knowledge management
skills for those involved in intranets and
outreach activities
 Leadership and strategic management
skills
 More specific specialist skills for some
paraprofessionals

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 Emerging trends
Advanced
Specialist practitioner

‘In charge’
Librarian
Manager

Library
assistant

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What seems to be working well
 Action learning sets
 FE college learning partnerships for
library assistant training
 FOLIO and e-learning for ‘updating’

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 Some elephants

Getting to Getting
grips with practice in
knowledge influencing
management and
persuading

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A big iceberg called numeracy
 Writing bids, financial management,
performance measurement,
 Critical appraisal, statistics/research

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Some silos?
 UKCHIP and health informatics
 Patient information provision, PALS,
NHS Direct

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Suggestions for getting skills into
practice

 Mentoring
 With trained mentors
 Pairing of health librarians with those working
in patient information
 Coaching
 Essential for leadership skills
 Ideally health librarians should work with
health professionals
 And of course, action learning and the FE
partnerships

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Briefings and workshops?
 Pros and cons of the CILIP
framework
 Pros and cons of UKCHIP
 Workshops on knowledge
management – how is this done,
and where do we start?

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Higher education
 Not aware of practitioner concerns?
 More flexibility than might be
believed – things have changed and
continue to change…
 Costs of a postgraduate certificate (60
credits) = 3 professional one/two-day
courses

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Conclusions
 Identifying training needs
 Several methods to cross-check
 Training provision
 Variety important
 Training priorities
 Leadership, ‘numeracy’-related skills, para-
professional/professional spectrum
 Getting skills into practice
 Coaching and mentoring
 NLH initiatives, HE and FE link-ups

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