By Aileen Wood
This publication discusses the problems surrounding the implementation and 'selling' of a accomplished library employees education programme. Importantly, it includes many attempted and confirmed recommendations utilized by the writer; it's also common documentation that readers can use of their personal business enterprise for education purposes.
- Covers the differing kinds of teaching and the professionals and cons of each
- Discusses the executive function as a transformation agent
- Shows the way to increase programme targets and measureable outcomes
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Extra resources for A Comprehensive Library Staff Training Programme in the Information Age
The ‘desirable’ category tends to describe needs that, over a period of time, will either change criticality or become irrelevant and therefore unnecessary. Desirable needs must be seen to have a value-added impact at the end of the training. Appendix A presents an example training needs analysis document from the London Library and Information Development Unit. This details the codes indicating the type, methods, urgency and level of training required. 27 Library Staff Training in the Information Age Summary To enable an organisation to produce a meaningful training and development programme, it must have constructive feedback from the staff as to their present requirements and projected future needs.
Telephone). Although the appraisal is a formal activity, the discussion itself should be a free-flowing conversation. Both parties need to have copies of the last appraisal, job description, person specification and any other documents deemed necessary. 6 Barriers and successful appraisals Barriers to effective appraisal Successful appraisal Lack of time and commitment Improved performance Poor planning Increased motivation Too subjective Identifying training need Seeing process as a waste of time Recognising potential Lack of training Focus on career development Fear/seen as punishment Constructive feedback One-way conversation Praise/reward Being over-generous with praise – may not be justified Future expectations Misusing the appraisal to make subordinate look better Problem solving Not wanting to mark staff down Improved working relationships Rewarding staff who have made no significant improvement but have worked hard Formal record of progress and achievements of staff Reflection Appraisals are used to assess an individual’s performance against the previous year’s objectives, as well as setting new objectives for the coming 12 months.
Often the appraisee can be the harshest critic. Constructive negative feedback is about redressing the inadequacies of poor performance. It is not a character assassination. Negative criticisms must be handled sensitively: Use statements that present criticism in a supportive way – identify behaviours that are in need of change; – concentrate on what can be changed. Use feeling words (angry, excited, resent, afraid) – acknowledge personal or emotional issues; – deal with emotions and grudges. Do not use judgmental words – good, bad, right, wrong, immature, should not.
A Comprehensive Library Staff Training Programme in the Information Age by Aileen Wood