Archive for the ‘T is for Training’ Category
For this 200th episode, Maurice Coleman, Kate Kosturski, Jill Hurst-Wahl, and Buffy Hamilton. The four (including Buffy in chat) talked about the history of the program and what has changed in training since 2008. For example, there have been technology changes since 2008 that have truly impact training/teaching/learning.
At the end of the episode, we talked about the ALA Midwinter conference. A list of future ALA conference sites is here.
A bit Hat Tip to everyone – EVERYONE – who has ever been a part of this show. Thank YOU to EVERYONE who listened to this show. This show continues to ALL of you!
You can listen to the show here.
On the call were Paul Signorelli, Maurice Coleman, Diane Huckaby, and Jill Hurst-Wahl. We talked about ALA Midwinter and the role of libraries as a place of facts and reliable information. Libraries – as an institution – can be community beacons. You can listen to the show here.
We also talked about if there have been changes in the activity levels in public libraries, since the inauguration. Maurice noted that they are compiling their January statistics now and hopes to report on them during the next show.
Finally, we want to thank those who are willing to engage in conversations and actions, and to bring facts into those conversations. Also thanks to ALA and other associations for the statements they have issued. The ALA statement is here.
Our 200th episode will be February 17. We hope more of our T community will come and help celebrate!
On the call were Maurice Coleman, Kate Kosturski, Jill Hurst-Wahl, and Paul Signorelli (three with coughs and one with a “busted” foot).
Paul started us off on a conversation about the Communities That Work Partnership Playbook (Nov. 2016), focusing on page 11 (see image). We focused on “balancing customization and standardization” in terms of training and education. In self-directed learning, students (and trainers) need to know that the correct skills are being learned which are necessary for the workplace.
Maurice brought up a wonderful image of a honeycomb, where you provide some structure and people are free to then fill-in the structure.
We moved eventually to a long conversation about conference planning and changing from sessions to tracks. And we ended by talking again about customized learning, with a slight detour on the topic of “ambivert.” (See “9 Signs That You’re An Ambivert.”)
You can listen to the show here.
Kate Kosturski and Jill Hurst-Wahl talked about some of the things that a trainer should pay attention to, noting that little things – small details – mean a lot.
For the workshop/conference organizer:
- Appoint someone who will help each presenter understand how the technology works.
- Tell people upfront how the person should bring his/her presentation. USB drive? Post it online? Should the presentation be in specific file format?
- Tell the presenter if there will be Internet access.
- If lunch is part of the session, what is your expectation for how long it well be and ho the time will be used?
For the trainer:
- Get there early so you have time to test the technology.
- Make friends with the technology person. Be sure to ask lots of questions about how that setup works.
- Have a backup of your presentation on different media and in the cloud.
- Make sure your presentation is in a normal/frequently used format.
- Make friends with the facilities person. This is the person who can help with physical resources (e.g., heat, chairs, water, room setup).
- Be clear on how you will handle questions. Do you want questions as they come up or at the end?
- Tell participants how you want them to interact (or not) with their technology during the session.
- If the session includes lunch, will it be a working lunch?
- How many breaks will you give participants?
- Test your presentation on a projection unit before the workshop/presentation. Is the font color readable? Is the font large enough? Is the background distracting?
- Bonus (not on the recording): Use fonts that are good for accessibility. For some with print disabilities, a san serif font (e.g., Tahoma, Franklin Gothic, Arial) are good to use. (No, do not use Comic Sans or any of “fun” font that can be difficult to read, even if it is a san serif font.)
You can listen to the show here, and hear details about this show title!
On the call were Andrea Snyder, Kate Kosturski, Michael Porter, Jill Hurst-Wahl, and Maurice Coleman. We began with the topic: How do we connect with our learners, whether it is a workshop or a speaking gig or webinar? What tips or tricks do we use?
As background, Jill has been listening to a nearly two-hour interview with Seal (the singer). At one point, Seal talks about advice he was given early in his career. He had a hit (“Crazy“) and was on a popular music TV show in England. A colleague told him that the performance was “good”, but that he hadn’t connected. She said Seal would know when he had done it.
Tips mentioned were:
- Provide some background on yourself to help build rapport.
- Give the learners power by engaging them in the conversation.
- Food! – In all seriousness, it helps people be comfortable and know that their needs will be met.
- Assigned seating, so that people aren’t with their usual cliques.
How do you know that you “lost the room”?
- Are people looking at you, every once in a while?
- Scan the room. Is the behavior in the room changing?
- Is there someone who is a “canary”? For example, someone who unconsciously will nod her/his head “yes” when the person gets it.
Reading the room is a soft-skill. Can it be taught?
It was pointed out that sometimes you have to power-through a training, even if you’ve lost the room.
Can you have someone in the audience that gives you feedback or ensures that there is engagement?
Managing the flow of the training is a soft-skill that a trainer needs to learn. Managing the flow means the person needs to be flexible and nimble. The person needs to know the content well and be able to alter priorities on-the-fly, if necessary.
One other soft skill is learning how to hide the butterflies (or worries).
What do you do before you present to an audience that you don’t know?
- Take a few deep, focused breathes.
- Close your eyes and do deep breathing.
- Put on lip balm and hand lotion, and check your zipper.
- Empty your pockets. (Your pants or outfit will look better.)
- Go to the bathroom. If you have a lavalier mic, turn it off or take it off.
- Take some time to yourself right before. Center down and calm yourself.
You can listen to the show here.
Here are links to items mentioned in the show:
- NMC Horizon Report > K-12 Edition, http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf
- “The Trends and Challenges Shaping Technology Adoption in Schools,” Mind/Shift blog, September 16, 2016
- “What I Want to Tell You About Having Work That Goes Viral,” Heather Plett’s blog, August 15, 2016
- IDEO U Design Thinking, http://www.ideou.com/pages/design-thinking
- The Peeragogy Handbook, http://peeragogy.github.io/
- Howard Rheingold – Social Media and Peer Learning: From Mediated Pedagogy to Peeragogy, http://connectedlearning.tv/howard-rheingold-social-media-and-peer-learning-mediated-pedagogy-peeragogy
You can listen to the entire show here.
The groups talked about how do you pave the way for training to be well received? How to create effective resources for an unknown user group? They also talked about ALA and our dream cities for possible locations. One the call were Kate Kosturski, Andrea Snyder, and Maurice Coleman.
You can listen to the episode here.
This week, we welcomed Dr. Steve Albrecht, who wrote the book Library Security: Better Communication, Safer Facilities. Steve is a member of the Association of Threat Assessment Professionals and is an ATAP Certified Threat Manager. He’s on Twitter at @DrSteveAlbrecht. Also on the call were Maurice Coleman (@baldgeekinmd), Paul Signorelli (@paulsignorelli), Andrea Snyder @alsynder02), Laura Fothergill (@laurafothergill), and Jill Hurst-Wahl (@jill_hw). The show can be heard here.
Why did Steve write this book? A group knew that he wrote about workplace violence and asked that he think about this topic from a library perspective. He has done workshops and webinars on the topic. After a umber of years, he wrote a book on the topic.
What are the three keys to a safer library?
- An assertive use of the library’s code of conduct. He believes the code of conduct should be posted and visible. The language should help people understand what they can do.
- Create partnership relationships with people in the larger community who can help the library address specific issues (e.g., homelessness).
- Talk with staff about issues and do training, and group problem solving. Have an incident reporting system.
Do many libraries have an incident reporting system? Many do. the incident report needs to be in a format – and in enough details – to be useful for people inside and outside of the library (e.g., law enforcement). The law of documentation may stop you from getting the help you need in handling a specific situation.
Is it true that the more urban your library, the more likely you’ll have security concerns? It doesn’t matter where the facility is. What matters is that the culture has demonstrated what the library will tolerate. A culture that is inviting and supportive, where people self-police, is best.
Steve noted that people often don’t talk about what has driven them away from the library. If someone’s behavior has stopped people from coming to the library, you need to know that.
What is your experience with libraries in terms of reaching out to teens? The library needs to be best people talking to the teens. “Best” means the person who is aligned with the teens. It might be someone their age or someone who has a connection with the teens.
Steve cautions to be aware of peer pressure. Rather than talking to kids as a group, talk to them individually. Perhaps talk to one, who can take the message back to the other teens. Also one on one, you might really hear what the problem or situation is.
Steve noted that a security guard’s job is customer service.
What advice does Steve have for helping us work with staff who have challenging patrons? We know that we have patrons who have idiosyncratic behavior. How does that person’s behavior impact the business? The fact that a person is homeless is not the issue; the person’s behavior might be an issue.
What are some key staff do’s or don’ts when dealing with security (challenging patrons)?
- Have a consistent message. For example, enforce the code of conduct consistently throughout the week and year.
- Understand the idea of space and distance. Give people space and distance. Be aware of violating someone’s space. Space can also provide safety.
Does this relate to cultural competency or diversity training? Steve relates this to the three C’s: consistency, community, and communication. He noted that diversity training can be a loaded top and so trainers need to be purposeful in how they approach the topic.
Lecturing versus experiential learning? Steve likes doing both.
In terms of a code of conduct, should it be more do’s or don’ts? Steve believes it should be more do’s. If written legalistically, it becomes don’ts. Turn the language around so it is engaging and is not lecturing. It should be friendly and short. People should be able to say what the code is and how it is enforced.
What should be considered a threat? Maurice noted that some staff members don’t know what a threat is. There is research into who makes threats versus who carries out threats. There are people who are howler, who make a lot of noise and who are verbally provocative. Then there are hunters, who are rare, who will do the the most damage. We run into howlers much more frequently than hunters. A concern are those people who tell a third party and make an indirect threat. He is more concerned about indirect threats versus direct threat. However, Steve noted that being aware of all threats – direct or indirect – is important and assessing them.
When a howler is confronted and expresses remorse, that is a good thing. A howler who is not remorseful could be problematic.
Should sites have their facilities assessed for security? Yes. Use a checklist or have the police do a walk through. You do not necessarily need to hire a security consultant.
Steve believes in a delineated barrier between the staff and patron side of the building.
How do you confront someone? Do it in pairs, so that you have someone to support you and to be a witness.
Maurice Coleman and Paul Signorelli celebrated the life of a friend in spirit of the show, talked about how to deal with the tragically unexpected thing before or during a training, and how does an introvert train, and are bullet points on slides a feature or a bug. You can listen to the show here.