The document describes the development of a staff training program at the National Institutes of Health (NIH) Library called RATECH (Research Assistant Technology Challenge) to improve staff competencies with emerging technologies like mobile devices, social media, and Web 2.0 tools. The library conducted a needs assessment, developed a curriculum and timeline, implemented training modules, and evaluated the program's effectiveness through surveys and discussions. Key lessons learned included the importance of planning, making training relevant, and addressing varying levels of engagement among staff.

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Developing Staff Competencies in
Emerging Technologies
Douglas J. Joubert, MS, MLIS
MaShana Davis, MSIS
NIH Library | Office of Research Services | National Institutes of Health
Outline
Literature
Planning
Strategy
Training
Development
Staff Performance
How we did it
Examples
Implementation Assessment
Lessons Learned

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The seed was planted
Digital Libraries Conference
Idea at Tilburg University.
More staff using personal
Environment
devices at the NIH.
NIHL LT “Establishing the library as the
place to go for technology.”
Changes in Technology
Changes in Behavior
Learning Theories
We looked at
Information Literacy
Digital Literacy
Other Library Programs

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Changes in technology
“Consumers want their information when they
want it, how they want it, and in whatever
quantities they want it.”
~Price Waterhouse Study~
Changes in user behavior
New normal: 1999
• Most of “us” were
not active users of
the Internet.
• Active Users were:
• Male
• White
• College educated
• Dial-up at 32/kbits
• Directory and
portal search
Image: introduction to the Internet, Byron Soulsby.
• Chat rooms
Adapted from Pew Internet & American Life Project, 2011

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New normal: now
• Broadband
• Mobile
• Less SES stratification
• Less generational
variance
• Social networking and
content creation
• Video on demand
Image Source: Business Insider "Incredible Things That Happen Every 60
Seconds On The Internet"
Adapted from Pew Internet & American Life Project, 2011
The new normal landscape
“The 4 V’s of information dynamics: Volume, Velocity, Vibrancy &
Valence”
“Users are shifting information platforms”
“Influence is migrating from organizations to networks and new
experts”
“People’s attention zones have changed”
Adapted from Raine, L, 2012

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Mobile computing from the Horizon
Report
“In the developed world, mobile
computing has become an
indispensable part of day-to-day
life in the workforce, and a key
driver is the increasing ease and
speed with which it is possible to
access the internet from virtually
anywhere.”
The 2010 Horizon Report, Johnson, L., Levine, A., Smith, R., & Stone, S
The mobile landscape - Data
• “The Mobile Difference:” mobile users are more likely to
update, to share, to create, to forward, and to record.
• 31% of text message users prefer texting to voice calls,
and young adults stand out in their use of text messaging.
• More than a quarter (28%) of all American adults use
mobile or social location-based services of some kind.
• Several demographic groups have higher than average
levels of smartphone adoption.
Pew Internet 2011 Trend Data: http://www.pewinternet.org/Trend-Data.aspx

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Mobile is a “conversation/search starter”
on…
• Daily use of internet.
• Social networking use.
• Search.
• News consumption (including political use).
• Health and fitness information.
• Video use.
• E-commerce.
Rainie. Lee. (July 14, 2011). Educate Webinar: Pew Internet Project
The mobile landscape – Federal space
• The Mobile-Gov Community of Practice is a cross-
government community dedicated to creating open
systems and technical assistance tools to build a public-
centric path to government anytime, anywhere.
• Focus on creating strategies and services around mobile
which include text/SMS, mobile websites, mobile web
apps, and native smartphone apps.
Source: http://www.howto.gov/tech-solutions/mobile/community

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I am mobile…
I’m a social I’m a…?
The social landscape – Data
• 65% of online adults use social networking sites, and
most describe their experiences in positive terms.
• Social networks and social media become more
important in people’s information flows.
Information Ecosystem Has Changed!
Anywhere Any device Any time
Madden, M & K Zickuhr. (2011). The Social Side of the Internet Pew Internet Project

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The social landscape – HHS
64
<100
26
≈31
>10
>50
Source: http://newmedia.hhs.gov/
What does this mean for organizations?
• SNS allow for immediate, spontaneous creation of
networks.
• The ability to create new pathways to users and
stakeholders.
• Social networks and social media becoming more
important in community building and maintenance.
• Use social media to develop a culture of listening.
Rainie. Lee. (2011). The social media landscape

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Learning
Learning Dimensions
Self-directed
Use of Own Experience
Sharing and Collaboration
Motivation
Adapted from Smith, M. K. (2002,) "Malcolm Knowles, informal adult education,…

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Project Information Literacy
• Feb 2009: How college students navigate the information
landscape.
• Dec 2009: Despite the research task, students rarely ask
librarians for assistance. Librarians focused too heavily on
guides and resources.
Practical PIL Section: http://projectinfolit.org/practical/
Source: Bridging the Information Literacy Communication Gap: Putting PIL Studies to Good Use. Library Issues, November 2011
Project Information Literacy
• Jul 2010: Assignments offer opportunities to improve
student research skills, librarians receive few
opportunities to make it happen.
• Nov 2010: Focused on student evaluation skills.
• Oct 2011: How students manage technology during
crunch time.
Practical PIL Section: http://projectinfolit.org/practical/
Source: Bridging the Information Literacy Communication Gap: Putting PIL Studies to Good Use. Library Issues, November 2011

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Flipped Learning
Classroom
Influences Provides opportunity
Flip
for
Learning
Educational
Through
Technology
Activity
Influences Learning Influences
Environment
Source (adapted): Jeremy F. Stayer, Ohio State University
23 Things - Commonalities
1. Facilitated learning.
2. Primary web-based resource for information.
3. The “23 Things” timetable announced in advance.
4. Includes reflection & interaction.
5. Each topic has an introductory lead.
6. Combination of face-to-face and online only.
7. Celebration at the end of modules.
8. Voting for favorite activities.
9. Certificate for those completing all 23 Things.
Source (adapted):Yoshikawa & Webber, 2011.

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23 Things – Original guidelines*
1. Encourage networking and shared learning.
2. Encourage traditional and face-to-face communication.
3. Encourage group discovery.
4. Accommodate non-techies and different learning styles.
5. Focus on discovery, not skill building.
6. Reward staff for learning.
7. Encourage staff to play.
* That we identified with, and would work for us. Source (adapted):Yoshikawa & Webber, 2011.
Planning

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How the pieces fit together
NIHL 2011 Strategic Plan
NIHL Objectives on Mobile
ETT Mission
Staff Development Mobile Deployment
Mobile objective from 2011 NIHL
Strategic Plan
Included building a competency among staff
around mobile devices and applications and
other emerging technologies.

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The ETT and its role in training
The team helps to support mobile computing,
social media, and other technologies critical to
science and medicine.
Planning…targets
• Compile a list of available devices and their platform:
Apple, Blackberry, Android.
• Identify and document issues related to authentication on
mobile devices (iOS and Android).
• Planning for and supporting multiple devices.
• Partner with other techie folks on campus.
• Sustaining the program.

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Planning…training
• Supporting staff development across platforms.
• What should be our training priorities?
• What training models have been successful and will they
work at the NIHL?
• Brown-bags versus hands-on.
• Accommodating adult learners.
• Librarians, Informationist, support staff, and the
business office.
Development

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Development…mobile
IAB Branch Chief met with ETT to discuss device deployment.
ETT met with all library staff outlining team objectives, mobile
deployment, and staff training.
IAB Branch Chief sent out survey asking staff about
preferences for a mobile device.
Developing training
Developed curriculum that included a variety of methods for
educating staff, developed a staff technology challenge, and
leading by example.
Developed methods to evaluate staff competencies with their
devices.
We really wanted to build a community of learners that was
focused on mobile, social media, and emerging technologies.

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Developing PMAPs
Now includes
Focus on
Focus on Mobile Social Media,
Teleworking
(Feb 2011) Web 2.0
(Jan 2011)
(May 2011)
Map Training to PMAPs
"Every staff person is required,
as part of their annual
performance review, to do a
certain number of learning
opportunities and sharing
activities. These can be from
large to small, and the credit is
earned by both doing and
sharing."
Sandra Smith, Learning and Development Manager at the Denver Public Library.

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Factors that influenced training
Focused on two factors: (1) the Level of learning,
and (2) the resources required to implement
Proliferation of mobile use
Ease and availability of cloud services
Make it relevant to me!
Social media and mobile use
Timeline*
Feb 2011 P1 – First Meeting and developing PMAPs
Mar – Apr 2011 P2 – Brainstorming and finalizing PMAPs
May 2011 P3 – Literature Review and Planning
Jun 2011 P4 – Developing content
P5 – Developing Module Goals, Objectives, and
Jul 2011
Milestones
Aug 2011 M1 – Introduction and Getting to Know Google
Sep 2011 M2 – Blogs and Wiki’s Module
Oct 2011 M3 – Spatial Literacy and Online Mapping
Nov 2011 M4 – Online Photo Sharing
Dec 2011 M4 – Social Networks and Online Communities
Jan 2012 A1 – Assessment and Debriefing with Supervisor

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RATECH learning objectives
• As much as possible, the modules should be self-
directed.
• Doug and MaShana available as backup.
• Use personal experiences as a resource for learning.
• Blog about their experiences, mapping through their
lens, photos and networks from their life.
Adapted from Smith, M. K. (2002,) "Malcolm Knowles, informal adult education,…
RATECH learning objectives
• Immediately apply what they learn through exercises,
sharing, and group discussion.
• We had a journal club at the end of each section.
• RA’s had the option to lead each journal club.
• Try to motivate by internal rather than external factors.
• “I feel that I need to be up-to-date to help our patrons.”
Adapted from Smith, M. K. (2002,) "Malcolm Knowles, informal adult education,…

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Implementation
How we did it
• Brown-bags for staff education.
• Meet and Greet sessions with the ETT.
• Mobile “show and tell.”
• Reference Assistant (RA) Tech Challenge.
• Informal Communities of Practice.
• ETT served as “ambassadors” for the technology.

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Mobile device deployment
18 BlackBerry Devices
14 Android Devices
12 iPads
44
14 staff never had a mobile device at work
3 did not have a personal cell phone
Our focus on mobile
• Pre-survey
• Distributed to all staff.
• Desire: gauge interest and experience.
• Two sessions:
• Orientation to mobile devices and applications.
• Mobile “Show & Tell.”
• One-hour sessions.

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Staff brown bags
Mobile Dropbox
Computing Twitter and File
101 Sharing
Cloud
Blogs and Social
Computing
RSS Bookmarks
and Google
Spatial
Literacy and Crowd- SM & Public
Mapping sourcing Health
RATECH format
Module Assessment
Launch of Learning
Assessment Debriefing
of Module Session

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Blogs & Wikis
http://nihlibrary.campusguides.com/blogwiki
Spatial literacy and online mapping
Image: ESRI - http://www.esri.com/news/arcnews/fall05articles/fall05gifs/p4p8-lg.jpg

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Online images & photo sharing
Social networks and online communities

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Assessment
Evaluation
• Surveys (used Google Forms & Survey Monkey).
• Module Assessment.
• Learning Assessment.
• App evaluation form.
• Device evaluation form.
• Survey on mobile device (perceptions about getting the
device).
• iPad evaluation.
• Monthly debriefing sessions.
• Supervisor monitored online interactions.

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Evaluation?
• Was harder than it should have been.
• Reluctance of staff to complete
evaluation forms & provide feedback
(except when something didn’t work).
• Difficult to come up with outcome
measures – esp. those relevant to
our type of library.
• Was not able to work on evaluation
plan before distributing devices.
Lessons Learned

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Lessons learned [1]
• How do we encourage the discovery of new services and
applications.
• Evaluating staff competencies with their devices.
• Time to develop & conduct the trainings.
• Determine how to evaluate? What to evaluate?
Lessons learned: [1]
• Planning and establishing goals at the outset are
essential.
• Distribution of work: be prepared for a lot of hand-holding
to get people up to speed.
• Jumping through government-specific TOS jargon/policies
(iTunes, 3G, repurposing the BlackBerry devices).

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Lessons learned: [2]
• Squeezing in time here and there to focus on this entire
initiative does not work very well.
• Make what you are doing relevant. You cannot make
people excited about something.
• Innovation is hard. Even if you have the support of
leadership, implementing something new is not easy.
Lessons learned: [3]
• Just because you are invested in learning new and
innovative things you cannot expect everyone to be super
engaged.
• We had to become innovative in figuring out ways to
encourage staff without explicitly providing instructions.

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What are you doing at your
library?
2012: Integration of Learning
2011: Internal Training

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Where are they now?
 In 2012, the RA’s have  Serving on the Facebook
been able to apply what Team.
they learned in the
RATECH and integrate  Serving on the NIHL
these skills into their MCSM team.
work at the library  Helping with library-
based research
proposals.
 Helping with NIHL
Writing Center.
Where is Derek now?
• “The Blackberry has
been extremely
useful…it allows me to
interact with my users –
staying in touch with
what is going on.”
• “Prepared me to work
with others in the library
– outside my comfort
zone.”
• “Expand on what I
learned in the RATECH”

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Social Media University
Social Media University objectives
1. Provide an introduction to each social media tool.
2. Demonstrate how to develop a content strategy for each
tool.
3. Learn about social media etiquette.
4. Learn about tools for effectively building relationships
with your users.

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Social Media University objectives
5. Each session will deal with the planning, the
development, and the monitoring of each tool.
6. Identify and discuss ideas for measuring your social
media efforts.
7. Sharing and Q&A.
Twitter, blogs and RSS feeds

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Social networks & online
communities
YouTube and online video

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Online collaboration + Google Drive
Content | 2011
In 2011, focused on open and free tools.

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Content | 2012
In 2012, the NIH Library migrated to SP 2010.
Document Workspaces – SP2010

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MS SharePoint Workspaces
Collaboration | 2011

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Collaboration | 2012
Integration with Office Suite | Outlook

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Integration with Office Suite | Word
Integration with Office Suite | Word

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Sharing Content
http://www.delicious.com/joubertd
http://www.scoop.it/t/social-technologies-and-public-health
http://go.usa.gov/v4w
Online Companion to SMU

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Bonnie MaShana
Harry Charles
Doug Ken Derek
Betty Patrick Karen
http://www.youtube.com/watch?v=4Tn5WTZDNZg

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Thank-you
Questions?
Doug Joubert: douglas.joubert@nih.gov
MaShana Davis: mashana.davis@nih.gov
DIVISION OF LIBRARY SERVICES
OFFICE OF RESEARCH SERVICES
NATIONAL INSTITUTES OF HEALTH
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES