A Needs Assessment for Reference intern training in Reference chat

1 - The needs assessment model that I chose for this project is the James Popham Model. I chose this particular model for two primary reasons. First, there are only 9 interns in the Reference Department, and they are all highly educated. The fact that this model uses a questionnaire is appealing because the current interns can contribute to the development of the instruction. In addition to having been through the Reference chat training for interns, such as it is now, most of these students have been in the classroom either as a teacher or a student for a very long time. As such, they may have valuable insights into ways that can make the instruction better. This seems to be a much more reasonable approach than me developing the instruction without their input. Second, this instruction is geared towards a very specific activity. The other needs assessment models that we have looked at seem to be geared more towards developing entire curriculums or working with younger students.

2 - Performance Goals
a) To understand how to log into both versions of Reference chat service used in Jackson
Library, Velaro and Trillian.
b) To be well-versed in Reference chat etiquette.
c) To be well informed about the tools available to the intern/librarian from the Reference chat services.
d) To understand how to prioritize Reference chat questions in relation to other Reference intern responsibilities.
e) To be comfortable using the Reference chat service.

3 - A questionnaire will be developed and distributed among the current Reference interns at Jackson Library. This questionnaire will address all relevant objectives. It will be comprised of three different parts. The first two parts of the questionnaire will be quantitative. The first will list the performance goals listed above and the interns will be asked to rank them in order of their perceived importance. The second part will list the same performance objectives with a scale from 1-10. The interns will be asked to assess how well the training that they have received in Reference chat helped them achieve each objective. Because the current interns have already had a training session in Reference chat, they should be ideally suited to respond to this these questions. The third part of the questionnaire is qualitative. In this section, all performance objectives will be listed and the interns will be asked if there is anything that they think is important to note about that objective that may help in designing this instructional tool. They will also be asked if there are any additional performance goals that they feel should be added to the list.

4 - At this point in the process, the needs all appear to be instructional. The interns that this instruction is aimed at will have no experience in Reference chat. Only through instructional intervention will they gain this skill. There are no obvious areas for improvement in which non-instructional intervention would be helpful.

5 - The learning environment is very relaxed. Interns have a one hour training session every week of the semester, barring holidays, etc. Each week there is a different topic. Reference chat was one of the sessions. Usually an assignment is given to the interns at the end of the session and they have a week to complete the assignment. There was, however, no assignment given for the Reference chat session.

6 - At present, there is one intern coordinator in the Reference Department. He is responsible for the initial 10 hour orientation training. Once the basics are covered, however, he has different subject liaisons in the Reference Department teach a training session on their particular field. Reference chat fell into the realm of orientation training. It is unlikely that anyone else would assume that responsibility unless they took over the position of intern coordinator.

7 - There is no existing curricula for Reference chat instruction being used at Jackson Library currently. The instruction this semester consisted of interns going up to the front computer in the training room and answering Reference chat questions that were being asked by a Reference librarian downstairs. These questions were based on real questions that had come through the department since the service has been in place. The instructor helped if needed, but he let the intern try to answer the question the best that he or she could using the information they had learned during other training sessions. The other interns could offer suggestions.

8 - The intern training usually takes place in a library staff training room on the 7th floor of Jackson Library. The room is equipped with approximately 10 computer stations, with one computer in front for the instructor. There is an overhead projector that can display the instructor’s computer screen.

9 - There is one central reference desk with a computer. This desk is, in essence, a podium at which the librarian/intern sits. There is a lower desk behind the podium. This also has a computer. All other staff computers are located inside the Reference Department office. When an intern is working, they usually sit at the podium. If a librarian is on duty at the same time, they generally sit at the lower desk and let the intern handle all of the questions, unless volume picks up and they need to help or the intern needs assistance. During the day, someone in the Reference office typically answers all Reference chat questions. At night, however, and on the weekends, the intern on duty answers the reference chat questions. The intern coordinator schedules the interns in such a way that every intern has duty at times when they are alone and responsible for handling Reference chat questions, along with all other.

10 - This instruction will take place is the training room on the 7th floor of Jackson Library.

11 - The mission statement for the Reference Department is:

Services and Collections:
· Provide expert reference and information service to all library users regardless of location.
· Provide an inviting and welcoming environment for learning and research.
· Provide leadership in developing increasingly effective reference collections in all formats
to guide patrons through a variety of research processes.
· Provide leadership in Library-related activities by serving as liaisons.
· Develop the Libraries' collection to support the teaching and research needs of the
University.

Instruction:
· Provide instruction in the retrieval and use of information resources to groups and
individuals.
· Take initiative to target classes/groups for instruction.
· Develop techniques and modes of instruction delivery taking into account different
learning styles, location of users, and current technologies.

Organizational Climate and Culture:
· Treat all patrons with respect and courtesy
· Treat all colleagues with respect, encouragement, and a supportive attitude.
· Collaborate and communicate with colleagues to fulfill Library goals
· Constantly seek to expand professional knowledge and expertise

12 - The learners for which this instructional tool is being developed are new Reference Department interns. These interns have no previous experience using a reference chat service. Current learners are being used to help develop the instruction.