1. Steve Garwood Staff Training and Development Coordinator RESULTS Staff Training and Development Needs Assessment

2. Overview • THANK YOU!! • Methodology • Overview of Findings • Select Key Findings • Next Steps • Questions If you have questions as we proceed, please ask

3. Methodology • Survey • 11.19 till 12.12 • HEAVILY Promoted • 165 Complete Responses • Support Staff = 93 / Administrative/Professional Staff = 72 • Good response rate across times in position and across library locations • Focus Groups • Conducted with three cross sections of staff: Supervisors/Managers, Professional staff and Support Staff with support from University Human Resources • Individual and Small Group meetings • Met and spoke with staff members from various parts of the organization: AULs, Public Services staff, Behind the Scenes staff, Firestone staff, Special Library staff, etc. • Special thanks to LETC members and others who helped!

4. Overview of Findings Some specific areas of Need: Understanding more about how individual areas of the library work and how they work together Identifying and interacting with those individuals who hold knowledge important to the work of others Improved understanding of software, systems, processes and procedures to be able to better serve internal and external clients Managing people, time, workload, stress, and change Developing respect, trust, and understanding amongst all levels of staff Developing career and job search skills

5. Key Findings • Although staff often feel acknowledged, open, and comfortable asking for assistance within their units, there is less understanding of the work, communication and approaches of other units which can cause misunderstanding, conflict, elitism (real and perceived), gaps in information, gaps in sharing of knowledge, unrealistic expectations, and THEY “syndrome”. • Communication from the library (Library Administration) needs improvement • Communication between departments could use significant improvement • Some key comments: • I understand the importance of my job, but it sure seems as if no one outside our dept does • Who can I ask? Am I allowed to ask? • What are library policies, practices, procedures ACROSS the libraries • Not knowing can keep you “safe”, but can also lead to fear of acknowledging that you “don’t know” (and won’t go to learn/ask)

6. Key Findings • Skills • 44.5% agreed and 26.0% strongly agreed with the statement that their position “requires that they consistently learn new skills”. This was especially true for Support Staff who indicated 51.4% as agree and 19.4% as strongly agree. • While overall 47.6% of staff indicated that they agree with the statement that they have “all of the skills necessary to do their jobs well”, 20.7% disagreed and 30.6% of Support Staff disagreed. • Increased Responsibilities • Almost all feel that their “responsibilities have increased” since they started in their current position, 44.8% agree and 37.6% strongly agree • Stress • To the statement: “People in this unit are overly stressed”, 31.5% indicated slightly accurate and 13.3% indicated highly accurate with 27.3% indicating neutral

7. Key Findings • Months • Except for September (49.7%) and December (49.1%) staff generally indicated that they were able to “devote time to training activities” throughout most months of the year. • Those months that rated most favorable with staff as a whole were July (67.3%) and March (65.5%) • Time of Day • Staff indicated they were “most able to attend training programs” in the morning (before Noon) with Monday as the lowest response (65.4%) and Friday as the highest (69.8%). The staff as a whole did indicate by over 50% that they were available as well in the afternoon • Individual area workflows may reflect differently and certain days/times during certain times of year may be better/worse for training for various areas of staff • Attendance and participation at Training and Development events has been strong!

8. Key Findings • Learning styles • Staff indicated that they “preferred to learn new skills” by One to one, coaching or mentoring (75.2%) and attending workshops or lectures (73.9%). • Reason for not taking advantage of training opportunities • “I have too much to do” (58.8%) • “Unaware of the opportunity” (55.8%). • Staff are aware of job opportunities at the Library and University and are aware of how to apply • However, Support Staff are often un/underprepared for the job search process and need both increased exposure to library and computer skills and resume/interview type skills • Web2.0/Collaboration/New Media tools • Overall library staff did not rank highly in their use or knowledge of modern communication/collaboration tools used in Library and Information Organizations.

9. Key Findings – Training Needs Indicated • Program or training topics highly valuable to the Organization (total votes) • Strategic Planning or Organizational Skills (40 responses) • Performance Management (33) • Coaching Skills for Supervision (30) • Effective Meetings (27) • Managing Change (24) • Interpersonal Communication (24) • Voyager/Catalog skills (18) • Spreadsheets (Excel) (17) • Time Management (16) • New Web Technologies (blogs/wikis/rss) (15)

10. Key Findings – Training Needs Indicated • Program or training topics highly valuable to the Individual (total votes) • Strategic Planning or Organizational Skills (27 responses) • Access (27) • New Web Technologies (blogs/wikis/rss) (24) • Voyager/Catalog skills (23) • Spreadsheets (Excel) (22) • Time Management (22) • Adobe Photoshop (22) • Stress Management (20) • xhtml, DreamWeaver, Word Processing (Word), Performance Management and Intellectual Property Issues (13)

11. Next Steps • Computer Skills • Push for Timeline for Office ’07 update to staff computers and synchronize with students, University, and ProveIt! System • Restart Computer Clinics (remind everyone of NMC as well) • Utilize OIT • Promote use of lynda.com resources by staff • Explore use of 3rd party company for training over/above what OIT can provide • Voyager/ILS Training • Work with Technical Services to promote and grow documentation and learning resources • Promote Technical Service Page during orientation to Library Training • Effectiveness/Work-Life Balance • Locate and bring in Workshops/Presentations on: • Stress and Time Management • Organization Skills • Project Planning and Implementation

12. Next Steps • Supervisory/Management Skills • Increase participation in and graduation from Management Development Certificate (MDC) • Bring Programs from UHR to the Library especially the MDC required classes: • Managing Effective Interactions (Essentials of Leadership/IM Essentials)* • Performance Management - Appraisals and Expectations • Coaching Others Toward Improvement • Legal Aspects of Supervision • Leveraging Diversity: Challenges and Opportunities • Job/Career • Career “Corner” • Locate and bring in Workshops/Presentations on Resume Writing/Interview Skills • Increase computer skills and library knowledge • Explore language learning opportunities at University

13. Next Steps • Learning Environment • Locate and bring in Workshops/Presentations on Respect and Trust • New Staff Orientation programs (that can also help with experienced staff) • Welcome Orientation visit by Staff Training and Development Coordinator • “Buddies” informal Welcome mentor program • Functional Library Facebook • Log-in access only to protect privacy • Each directly updatable entry includes picture, directory info, and other optional fields • Organization Chart (online interactive) • Increase frequency/scope of Tours/Open houses • Explore creation of User Groups (Library School, Voyager, Mid-Level manager, Scanning, etc.) • Explore creation of Mentoring Programs, Job “Shadow” and/or task “Shadow” program(s) • Continue How Stuff Works and How Stuff Works @Princeton series • “What’s that Function” short video series

14. Next Steps • Promotion and Communication • Promote events of library and University • Specify where possible who should attend and why, better descriptions and learning objectives for programs • Use LETC Corner to promote internal and external events and also to provide context for training/development efforts • Promote/Remind schedule of events (Stay on top) • Work towards creation of systematic schedule, perhaps fall, spring, summer schedules so people can plan ahead • Promote/use new University Learn Center to keep all training/learning events together and make it easier for reminders/follow up. • Video or Audio record all sessions possible and make it easy to find/follow • Encourage use of collaborative tools/software to increase communication, participation and knowledge of tools that library audience uses.

15. What else do you need from me?