Training and developing on a shoestring web version


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Presentation by Carol Brooks at CDG National Conference 17th May 2010

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Training and developing on a shoestring web version

  1. 1. Training and Developing: on a shoestring Carol Brooks, Hon FCLIP
  2. 2. What’s in a word <ul><li>Training </li></ul><ul><li>Development </li></ul><ul><li>CPD </li></ul>
  3. 3. Welcome to the real world <ul><li>the difference between knowing the path… </li></ul><ul><li>and walking the path! </li></ul>
  4. 4. Introduction <ul><li>No budget, no development? </li></ul><ul><li>Your responsibility or your employer’s responsibility? </li></ul><ul><li>T&D by any other name…does it matter? </li></ul><ul><ul><li>L&D </li></ul></ul><ul><ul><li>CPD = learning + reflection… applied to the Real World </li></ul></ul>
  5. 5. Obstacles to CPD? <ul><li>Thinking about it (but which activities would be most useful/beneficial?) </li></ul><ul><li>Knowing you should be doing it… if only you had the time/ money/support… </li></ul>
  6. 6. CPD activities: Training courses, workshops, and conferences <ul><li>Organised by </li></ul><ul><ul><li>your workplace </li></ul></ul><ul><ul><li>an outside association/ trainer </li></ul></ul><ul><ul><li>local college or university </li></ul></ul><ul><ul><li>professional body (e.g. CILIP Enterprises/CIPD) </li></ul></ul><ul><ul><li>Special Interest Group (e.g. Career Development Group, PTEG) </li></ul></ul><ul><ul><li>another organisation (e.g. NIACE) </li></ul></ul>
  7. 7. CPD activities: on the job <ul><li>Visits/shadowing/observations/interviews </li></ul><ul><li>Secondment/job rotation </li></ul><ul><li>Guidance/training/staff awareness notes </li></ul><ul><li>Personal contribution to meetings </li></ul><ul><li>Mentoring/coaching </li></ul><ul><li>Project work and reports </li></ul><ul><li>Staff development reviews </li></ul>
  8. 8. Examples <ul><li>Mystery shopping – learning by experience </li></ul><ul><li>Learning Hour </li></ul><ul><li>Learning sets </li></ul><ul><li>Shadowing programmes </li></ul><ul><li>Mentoring/coaching programmes </li></ul>
  9. 9. Learning on-line
  10. 10. <ul><li>  </li></ul>
  11. 11.
  12. 12. The LIS 4 letter word! <ul><li>R E A D </li></ul>
  13. 13. CPD activities: personal study <ul><li>‘ Traditional’ resources </li></ul><ul><li>Books </li></ul><ul><li>Journals </li></ul><ul><li>Websites, e.g. </li></ul><ul><ul><li>CILIP </li></ul></ul><ul><ul><li>British Library </li></ul></ul><ul><ul><li>American and Australian libraries </li></ul></ul><ul><ul><li>Phil Bradley at </li></ul></ul><ul><ul><li> </li></ul></ul>British Library at
  14. 14. CPD activities: personal study <ul><li>Web 2.0 applications: have a browse </li></ul><ul><ul><li>Wikis/Wikipedia </li></ul></ul><ul><ul><li>Videojug and YouTube </li></ul></ul><ul><ul><li>FaceBook </li></ul></ul><ul><li>Web-based emails: try a few! </li></ul>
  15. 15. CPD activities: personal study <ul><li>RSS feeds: subscribe for a while </li></ul><ul><li>Discussion groups: register and contribute </li></ul><ul><li>Blogs: what do you think? </li></ul><ul><li>Twitter: ummm… </li></ul>
  16. 16. CPD activities: professional involvement <ul><li>Professional press: read it, but also consider writing an article </li></ul><ul><li>Professional networks: make friends and contacts </li></ul><ul><li>Forums: contribute and share ideas </li></ul><ul><li>Committee work: attend meetings, perhaps take on a role </li></ul><ul><li>Organise meetings, fund-raising events, or training courses </li></ul>
  17. 17. Your unique journey <ul><li>CPD should be a creative activity… </li></ul><ul><li>‘ each learning journey will be as unique as its author’ </li></ul><ul><li>Geoff Rebbeck (Thanet College) </li></ul><ul><li>in Effective Practice with e-portfolios </li></ul>
  18. 18. Recording CPD <ul><li>CPD activities… </li></ul><ul><li>are not just about collecting a folder full of certificates: they show the variety/breadth/ depth of activities undertaken </li></ul><ul><li>can show progression (but not always) </li></ul><ul><li>suggest that learning and development has taken place (if formally assessed)… but that is not the whole story! </li></ul>
  19. 19. So what… does it show? <ul><li>This is where you reflect on what you learned (or didn’t learn) </li></ul><ul><ul><li>How have your skills/knowledge improved? </li></ul></ul><ul><ul><li>Did it cover everything you needed to know? </li></ul></ul><ul><ul><li>Did this activity suit your learning style? </li></ul></ul><ul><ul><li>Do you feel more competent and confident? </li></ul></ul><ul><ul><li>How can you apply this learning? </li></ul></ul><ul><ul><li>How would you do it differently next time? </li></ul></ul>
  20. 20. Jottings and reflections <ul><li>Session on structures did not achieve its aims </li></ul><ul><li>Group work was really useful for identifying partnerships, but session cut short! </li></ul><ul><li>Identified obstacles to learning… but not what to do about them </li></ul>
  21. 21. The value of reflection <ul><li>‘ It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. </li></ul>It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively.’ Gibbs (1988)
  22. 22. Now what… do I do next? <ul><li>How can I fill the gaps in my current professional skills/knowledge? </li></ul><ul><li>What are my future development needs? </li></ul><ul><li>What am I doing here? </li></ul><ul><li>Where am I going? </li></ul><ul><li>How am I going to get there? </li></ul><ul><li>Who can help me on this journey? </li></ul>
  23. 23. Conclusion <ul><li>Participate in a range of different activities and experiences </li></ul><ul><li>Reflect, analyse, evaluate: keep a log </li></ul><ul><li>Consider your future training and development needs </li></ul><ul><li>CPD – your passport to success! </li></ul>
  24. 24. References <ul><li>A. Brine (2005) Continuing Professional Development: a guide for information professionals. Oxford: Chandos Publishing. </li></ul><ul><li>JISC (2008) Effective practice with e-portfolios. Bristol: JISC. </li></ul><ul><li>G. Gibbs et al. ( 1994) Developing Students’ Transferable Skills. Oxford Centre for Staff Development. </li></ul><ul><li>CILIP see sections on Ethics, Member Resources, and the Framework for CPD </li></ul><ul><li>Career Development Group </li></ul><ul><li>Institute for CPD </li></ul><ul><li>JISCMail </li></ul>
  25. 25. Acknowledgments <ul><li>Many thanks to Carol Barker, Staffordshire Libraries and Jenny Cefai, Anglia University both of whom contributed greatly to the development of this presentation. </li></ul>