This document outlines strategies for developing an in-house training program for library staff. It recommends identifying training needs, outlining a do-it-yourself plan, and emphasizing good training etiquette. It discusses how adults learn best through participation, collaboration, experience, self-direction, and immediate applicability. Tips for engaging trainees include using visuals, humor, activities, and variety to keep their attention. The document also covers writing learning objectives, choosing instructional strategies, and developing an outline using the "napkin method."

1. Each One Teach One: Growing your Training Program Locally Jennifer Bielewski and Jenny Liberatore, LYRASIS Educational Services Librarians

2. Learning Objectives By the end of this session, participants will be able to: Identify Evergreen training needs at your institution Outline a DIY training plan Understand the importance of training etiquette and how it can make or break your training program

3. SMART Training Objectives

4. Types of Learning Acquire knowledge Develop an understanding Develop a skill Influence an attitude Instill a value

5. How Adults Learn High participation Collaborative environment Based on experience Decide for themselves what is important Expect information to be useful immediately Build on prior experience to learn new material

6. Keeping Their Attention Visuals Humor Activities & Exercises Variety Ice Breakers Games Different methods Focused

7. Keeping Their Attention Start Simple. Break tasks down into basic components. Teach only correct procedures. Keep training cycles short. Reinforce the material with practice and exercises. Motivate then reward. Repeat until you are sure they got it.

8. Keep in mind… Different types of expertise are necessary in any institution. The trainer does not have to know everything . Try to set up meetings in person to “show” them instead of just “telling” them.

9. Learning objectives A statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in a learning activity . Typically includes: A measurable verb Condition under which the performance is to occur The criterion of acceptable performance

10. Learning objectives Ex: By the end of this class, the learner will be able to identify online resources for Evergreen documentation.

11. Instructional strategies Source: Bucceri, M. (2009, February 12). Converting instructor –led training to eLearning . Presented at Saba Web Seminar Series. Retrieved February 12, 2008 from http://learning.centra.com/CKSResourceRoot/learning%20objects/convertinginstructor-ledtrainingtoe-learning_2009-02-12.pdf Lecture Small group exercises Knowledge check/assessment Demo Hands-on labs/exercises Answer questions Discussion Observe and coach Help apply content to job

12. Napkin Method Break your core topic down (Up to) 4 sub-topics Cluster in each sub-topic Develop outline for sub-topics This will become your agenda Back of napkin: resources needed, environmental concerns, learning styles

13. Resources Morgan, P. J., & McDaniel, J. A. (2009). Training paraprofessionals for reference service: A how-to-do-it manual for librarians . New York: Neal-Schuman. CLENE: http://www.ala.org/ala/mgrps/rts/clenert/newsletter/0902.pdf Staff training checklist: http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Straining.pdf

14. Contact us Jennifer Bielewski, Jenny Liberatore http://www.lyrasis.org. 800-999-8558