This document discusses technology competencies and training for library staff. It begins by defining competencies as the skills needed for employee and organizational success. It then lists several existing competency frameworks for different types of library professionals. While many competency lists exist, libraries have generally lacked specific technology competency training and qualifications. The document advocates for developing a task force to create a technology competencies list tailored for each library. It provides detailed recommendations for the entire process, from gaining staff input to implementing training programs and reassessing competencies over time.

1. Technology Competencies and Training for Libraries Elizabeth Dunn, Jen Lemke, Jen Post, Ruben Balderas, Elaine Miraglia

2. What are competencies? Competencies are the abilities, qualities, strengths and skills required for the success of the employee and the organization. In the 21st century, technology is becoming increasing crucial in effectively running libraries.

4. • Art Libraries Society of North America's "Core

5. Competencies for Art Information Professionals""

6. • ALSC's (Association for Library Service to Children)

7. "Competencies for Librarians Serving Children in

8. Public Libraries"i3

9. Medical Library Association's "Health Information

10. Science Knowledge and Skills""

11. • Reference and User Services Association (RUSA)

12. Taskforce on Professional Competencies'

13. "Professional Competencies for Reference and User

14. Services Librarians"'^

15. • SLA's (Special Libraries Association) "Competencies

16. for Information Professionals of the 2P' Century"'*

17. • YALSA's (the Young Adult Library Services

18. Association) "Competencies for Librarians Serving

20. Why has there generally been a lack of specific technology competency training? Lack of government funding The assumption workers can “pick it up by themselves” There is concern if staff members are too well trained they will leave the library for the more lucrative corporate setting

21. So, why bother with competency training? Providing a set list of technology competencies can improve staff confidence, provide better service to the public and promote life long learning among employees.

22. This training can benefit institutions in a variety of ways:

23. Save Money If employees are trained to handle the library’s technology needs, there is no need to spend money on costly tech support

24. Improve the Accuracy of Job Descriptions and Classifications Once technology goals have been set, it can streamline the hiring process

25. Create a Culture of Learning To reassert ourselves as a profession of knowledgeable information finding experts, must take full advantage of all opportunities for continuing education Competency descriptions can unify the staff across departments and help improve the sharing of knowledge and skills

26. Relieve the Tech Pack Mules Often one or two members of a library staff are unfairly burdened with technological responsibilities. Creating set competencies to be trained in will take the strain off of these “pack mules” and more evenly distribute the technology related workload.

27. Improve Customer Service By making certain library staff members are all “on the same page,” providing patrons with their needs without having to track down a “specialist.”

28. Build a Coordinate Technology-Training Program Having a set description of technology competencies provides a tool to determine employee’s current skill set versus the desired skill set

29. The Competencies Cycle

30. Creating a Competencies Task Force Who should be included? How should the task force be formed? Volunteers vs. assigned representatives

32. Serves as a beacon document

33. Helps merge competencies with existing goals/objectives

35. Determine local approval requirements

36. Complete a literature review

37. Answer questions about your library

38. Decide the scope of the competencies list

40. Central location; convenient time

41. Invite EVERYONE

42. Any idea goes

43. Worksheets vs. free think

44. Ask Management

46. Purpose statement for the competency list

47. Info from task force literature review and discussions

48. Scope of the competency list

49. Initial competency descriptions based on existing requirements and documents

50. Material generated from staff & management brainstorming sessions

53. Policies & law

54. Societal issues & technology

55. Virtual reference

58. One level or multiple levels

59. By position, department, or location

60. One giant list with supervisory discretion

61. Print or online

62. Public or private

63. Competencies list alone or with assessment

65. Gaining Approval What to include: Letter of Introduction Description of Process Plans for implementation Assessment Training

67. Promotions

68. Pay increases

69. Paid time off

70. Prizes-Most improved -Highest score

72. Refuses to be trained

73. Not retaining information

75. Pay decrease

76. Position reconfiguration

77. Transfers

78. Demotion

80. Test Time! No open ended questions So which format works best? a. Multiple Choice b. True/False c. Labeling Parts of the Computer d. All of the Above!

81. Test Time! DON’T Ask: “Are you satisfied with searching?” DO Ask: Do you get too many unrelated results? Do you use more than one search engine? One word or phrase? Prioritize emails? Skill level Yes, No, Don’t Know Confident, Somewhat Confident, Not Confident

82. Technology Training Constructed on Foundations of: Time Patience Commitment Money Expertise Which one gets skimped on the most?

83. Technology Training Constructed on Foundations of: Time Patience Commitment Money…………………. …..Skimp! Expertise

85. Equipment

86. Outside speakers

87. Offsite conferences

88. Travel arrangements

90. Write a literal outline

91. Have a variety in what students do

92. Think about time considerations

95. Do housekeeping immediately

96. Ask, “Why are we here?”

97. Talk about emotional reactions to computers

99. Reiterate what students should have learned

100. Point out further resources

101. Ask students to practice new skills