APPENDIX B. Training Plan

Last updated September 27, 2014.

General Overview

When transitioning from Horizon/Millennium to OLE, most of the Library’s departments will need to determine what staff training will be needed in order for staff to continue to perform their primary responsibilities without undue interruption.

Note: While the Library may have multiple departments performing the same general function(s), e.g., we have four cataloging departments in D’Angelo Law Library, East Asia, Regenstein Library and Maps, the ultimate goal is to have ONE training class (or series of classes if needed) that meet the needs of ALL departments performing the same function, e.g., one “Introduction to Cataloging on OLE”, not four.

All Library staff members will need to learn basic features of OLE in order to perform any function now done in Horizon or Millennium, e.g., how to login; searching the Library’s database of bibliographic, holdings and item-level data; navigating from one type of record to another; recognizing common characteristics of screen layouts; permissions; etc.

In addition to this “basic training” (which becomes the foundation on which topic-specific training can be developed), Library staff will need to learn to use OLE to perform tasks specific to their responsibilities, e.g., create an order, loan a book to a patron, create metadata for a new title, receive a serial issue, etc. In addition to learning the functional “mechanics” of OLE, supervisors must also determine if their current basic polices/procedures (based on Horizon and/or Millennium) will also need to be altered. The “mechanics” plus the “policies/procedures” result in “workflows”, which may be defined as both:

  1. A sequence of steps to perform a standard task, some of which are done by operating a portion of the ILS
    1. Example: when Cataloging needs to create a new bibliographic record, an operator imports to OLE a record created in OCLC Connexion.
    2. Example: when Acquisitions must order a title, an operator creates a Requisition and then approves it to create a Purchase Order.
    3. Example: when a patron presents an item to borrow at a Circulation Desk, the operator scans the patron’s barcode from the ID and then scans the item’s barcode.
    4. Example: a Serials Receiving operator locates the correct record for a serial title and records receipt of a specific issue.
  2. Policies/procedures guiding decisions that must be made when performing any step in a sequence
    1. Example: a Cataloging operator must know when NOT to create a new bibliographic record, e.g., when the item in hand is an additional copy.
    2. Example: an Acquisitions operator should be able to determine when a pre-order search is or is not necessary.
    3. Example: when a patron is blocked from borrowing an item, the Circulation operator without override capability must be able to either explain the situation to the patron OR refer the patron to the appropriate staff person. The Circulation operator with override capability must know when it is appropriate to exercise that function.
    4. Example: the Serials Receiving operator must know what to do when the serial issue in hand has already been received.

Note: A “step” as used above can be defined very broadly (e.g., “create a Purchase Order), and when that it is the case, there may be a set of “sub-steps” that in turn could be a combination of “mechanics” (e.g., “select a Vendor from the list”), some of which in turn may require a policy/procedure decision (e.g., “always order from Vendor X unless told otherwise”). You might also argue that making a “policy/procedure”-based decision is, in itself, a “step”. The division of the two may be artificial in practice, but the distinction can often be helpful when trying to determine training content for learning a new system or for defining a logical structure for a training class.

Most importantly, OLE offers features not present in Horizon or Millennium. In addition, there may be certain features that we have in our older systems, but that will not be in OLE 1.5 (some of which are deferred to OLE 2.0). So, effective OLE training will require coverage of new policies/procedures along with the “mechanics” of the features. Some of these are: 

  1. OLE permits us to link one item record to multiple bibliographic records. This will mean changes in how the Library handles analyzed series because we will no longer create “dummy” items for the analyzed title record. This also affects the treatment of “bound with” items.
  2. OLE provides two types of holdings records: “holdings” (or “instance”) for titles in a physical format (print, microform, DVD, etc.) and “eholdings” (or “einstance”) for virtual titles. Rules for when to use one or the other will need to be defined.
  3. OLE allows for acquisitions to be integrated with the other functions. Workflows currently designed to use Horizon and Millennium will need to be changed and these should be reflected in training.
  4. OLE has a circulation feature that alerts an operator to count the number of pieces in a single barcoded item during the Return process whenever the piece count is greater than “1”. The Library does not currently enter Piece counts into its item records. If it decides to do so, this should obviously be incorporated into training for anyone who creates/updates OLE item records and for those who process Returns. If the feature is not to be used until a later date, the training may decide to cover this feature only in passing.
  5. OLE allows for four different types of requests (recalls, holds, paging, copying) along with the ability to allow some patrons to have requested items physically delivered to them (as opposed to having items placed on hold and picked up at Circulation Desks). How or if the Library will use these must be decided along with how a staff operator can place or fulfill these requests using OLE. OLE circulation operators should also be acquainted with how patrons will place their requests using VuFind.
  6. While serials receiving will be part of OLE 1.5, the ability to claim individual serial issues will not arrive until OLE 2.0. Instructions on an interim solution/workaround may or may not need to be part of the initial training; if not, then follow-up training will be required. [This assumes staff who receive serials also claim missing issues; in fact, there may be staff who ONLY claim missing serials in which case it, of course, makes sense to have separate training for them.] 

Note: The above list may not be complete. Each functional area will need to identify those OLE features/functions we intend to implement now (and those we will implement later) for which there are no existing counterparts in Horizon or Millennium.

Those developing training should obviously seek guidance from supervisors or other decision makers about how their respective departments intend to use (or not) these new features.

As a resource, class developers may find existing OLE documentation to be useful. The draft material (eventually to be finalized) for 1.5 can be found at:

Training Principals

The ILS Migration Steering Committee (IMSC) has four Working Groups (Cataloging, Acquisitions, Serials Receiving, and Circulation) with a designated Lead (Janet Fox, Head, Data Management Services, Scott Perry, Head, Collections Support, Julie Stauffer, Head of Law Acquisitions & Electronic Resources, and David Larsen, Head of Access Services & Assessment, respectively). Each Group has a membership of key staff (as named by the Leads) that are identifying gaps in OLE functionality, testing  functions by performing daily work in the local test environment, and are obviously key resources for developing the training in the four areas. 

Working Group Leads have the general responsibility for making sure that appropriate training – combining both OLE mechanics and the policies/procedures of the Library – is developed for the four major areas. [ILS takes responsibility for development of the “basics” class.] Leads should decide who attends the “train the trainer” sessions (see below for details), and they identify who will develop content and who will deliver the training (these could all be the same people or could be different people as decided by the Working Groups).

Note: All Leads and many in the Working Groups were involved in the development of Corinthian training. Any training material developed for that effort (and still extant) may prove to be useful with, of course, appropriate updating and changes.

Stuart Miller, Library Systems Analyst in ILS, and Jane Ciacci, Staff and Organization Development Librarian in Library Human Resources, are resources for anyone developing training. 

Developing OLE Training: Major Tasks

  1. Have key staff from the Working Groups attend the “train the trainer” session on April 9th. Appendix 1 contains the outline of this course, the purpose of which is to acquaint attendees with basic principles of designing training for an adult/professional audience.
  2. On April 11th (after the first “train the trainer” session), ILS will run-through the content of its “Introduction to OLE Basics” so Working Group members developing other OLE training classes will have a sense of what they need NOT cover in any detail. The “basics” class is a prerequisite for all other OLE training. [Note: With a few notable exceptions (e.g., use of “pop-ups”), this “basics” class and all other classes should assume that library staff are already familiar with Internet browsers. If anyone believes a staff member needs browser training, the Library has Firefox for Dummies available online; if staff are unfamiliar with the “Dummies” series, the word is meant to be humorous, not insulting, and titles in this series are very good for explaining the basics.]
  3. Between April 11th and May 22nd, develop training sessions (using skills/directions/suggestions from the April 9th training) for each functional area, including (but not necessarily limited to) determination of the following:
    1. Identify overall content to be covered and intended audience(s). [Note: As part of audience determination, each Working Group needs to consider whether student or part-time employees should be trained along with full-time staff OR whether it would be best to develop specially focused training for part-timers. This will of course depend upon the functional area and the extent to which part-timers have distinctly different work assignments from full-timers.]
    2. Determine if multiple audiences require multiple classes, e.g., a class “Introduction to Basic OLE Acquisitions” for all with another class “Introduction to Advanced OLE Acquisitions” for a smaller audience OR (depending on amount of material) “Introduction to OLE Acquisitions” covering everything in one class of n hours, first half for all, second half for selected staff. [Note: For staff not in one of the four areas: Acquisitions has assumed responsibility for determining the training needs of bibliographers; Stuart Miller has contacted Amy Mantrone, Head Binding and Shelf Preparation, about training needs for shelf prep staff. If there are other staff that may not “fit” into one of the four functional areas, send this information to Stuart Miller.]
    3. Identify content/length of each class along with mode of instruction (e.g., lecture/demo, hands-on, etc.). [Note: All classes should include a brief mention of how to obtain support/get answers about OLE when the Library moves into production; ILS will provide all trainers with this information.]
    4. Compile a list of which individuals (from any department) must attend which class. These lists should eventually be checked against the registration lists so that we are sure ALL affected staff take the training prior to moving OLE into production. Please make sure to consult with the appropriate managers or supervisors in ALL departments in ALL libraries when compiling these lists.
    5. Identify tasks to be done in OLE by only a few staff (e.g., updating foreign currency exchange rates; printing spine labels; etc.), make a list of points to be covered, and make arrangements to provide this training outside of a classroom setting, making sure to include ALL affected staff; share this info with the other Working Groups.
    6. Prepare any materials, e.g., PowerPoint, “cheat sheets”, handouts, documentation, etc.
    7. Decide on how many sessions of each class and what days in June 2014. The lists compiled as part of “d” (above) will help determine how many sessions will be required.
    8. As soon as possible, book a room for each class/each session; the Crerar training rooms (one seats 20, one seats 10) are being held open for any OLE hands-on training. Contact the Public Services Assistant at Crerar Library. Any other room, follow booking normal procedures. [If you book a room such as JRL A-11, you will need to contact Building Services about room set-up.]
    9. Decide on who will present the training.
    10. As practical/possible, arrange for a rehearsal of each class with an audience of the Working Groups members to give feedback.
    11. Submit registration information for each class to Jane Ciacci (see Appendix 2 for a format to follow) as soon as you have all the necessary details. Make your description of the intended audience as clear and as exact as possible. Please do this ASAP and certainly no later than May 9th. Earlier is better.
  4. Attend a “train the trainer” follow-up session in May (date TBD) to present and discuss work-to-date, get fine-tuning advice, ask questions, etc.

Post-Implementation Training

After OLE has been in production for approximately a month, ILS – in conjunction with the IMSC Working Group Leads – will schedule sessions for each of the four functional areas. Leads will use these sessions for any follow-up training that may be required. The sessions will also provide staff with an opportunity to ask questions, verify facts, suggest needed enhancements, etc. [Note: This is a supplement to the expected trouble-shooting/follow-up activities that we anticipate during the first month of OLE production that will be handled as needs arise.]

Schedule (to be expanded)

April 9: Train the trainer session

April 11: Attend Introduction to OLE Basics preview (for those developing other OLE training)

April 11-May 22: Develop training content

April 11-May 22: Submit training registration information to Jane Ciacci for posting to all staff

May [TBD]: Train the trainer follow-up session

May 22-May 30: Introduction to OLE Basics (5 sessions)

June: Deliver OLE training

Outline for April 9th “train the trainer” session

Last updated September 27, 2014.

Session Objectives:

Participants will be able to:

  1. Identify training outcomes and link to learner motivation
  2. Support learners before, during and after training
  3. Create effective learning objectives to drive training design
  4. Identify and utilize principles of effective training design for adult learners and learning styles

Pre-Work: Complete Learning Styles Assessment

Participant Materials: Designing Engaging Software Training (ASTD 16 pgs, $20/per participant)

Agenda Section/Sequence

Learning Objective

Learning Style

  • Auditory
  • Kinesthetic
  • Visual
  • Combo


  • Instructor Lecture
  • Instructor Demo
  • Read/review material or job aid
  • Participant Demo
  • Pairs instruct/drive
  • Case Study
  • Application Project
  • Quiz




Session Purpose & Agenda



Instructor welcomes/introduces self

Purpose/Agenda/Ground rules/Parking Lot

Participants identify elements of effective or ineffective training, based on their experience.

Participants work in small groups to identify the stakeholder benefits of ILS software implementation.



Setting the Stage for Effective Training

Identify Training Outcomes (Skills/behaviors used)

Create Effective Learning Objectives

Plan for Support



In ILS module teams, participants complete Tool:
Analyzing Audience Needs and Motivations Planning Tool

Lecture/discuss: Qualities of Effective Learning Objectives

Application: In ILS Module team create learning objectives

Lecture/Discussion: What activities and which roles have most impact on training application?

Application: Participants identify activities/planning elements to consider in design, delivery and post training to ensure transfer of training.

Job Aid:
Effective Pre/Post Training Support




Participants identify Learning Style (if not completed)



Learning Styles, Learning Design and Interactivity



Lecture/discuss: Principles of Adult Learning

Discuss:  Impact of Learning Styles and Adult Learning Principles on training design

Video: Mel Silberman on Interactivity in Adult Learning Design

Discuss: Interactivity in Technical Training design

Methods for Technical Training Interactivity

Study/Teach Activity:  Use Training Resource Guides/Books, each of three teams becomes “expert” on methods for creating:  Case Studies, Partner Activities and Job Aids.

Job Aid/Tools:
Training Design Template & Training Design Competencies checklist



Documentation/ Support Material Design



Lecture/discussion: What makes support/documentation effective?

Review UChicago examples (Gems, Time)

Explore with group:

  • Training environment
  • Availability of documentation (cloud based?)
  • Kuali resources



Action Planning & Close



Review/Identify participant questions/concerns & possible methods to address (i.e. follow-up by Library trainees/Kuali Subject Matter Experts (SMEs), build into Facilitating Effective Training session.)

Discussion: What barriers do you anticipate? How can you use knowledge and tools from today to reduce their impact or eliminate?

Review Bibliography/Resources

Close: Motivation/call to action

Quiz: Knowledge Check

Session Evaluation



Sample Registration Information

Last updated September 27, 2014.

Note: “Introduction to OLE Basics” is the prerequisite for any other OLE training class.

Course Information:
Introduction to OLE Basics

Who Should Attend?
All Library Staff Currently Using Any Features/Functions of Horizon or III Millennium

What Will This Cover?
During this two-hour lecture/demonstration, you will learn how to access and navigate around Kuali OLE, the Library’s new integrated library system to be implemented this July. You will be introduced to design features common to all of OLE’s functional components. Some specific topics include:

  • Opening OLE with your login/password using the Internet browser of your choice
  • Using browser tabs to navigate and help with workflows
  • Perform searches for basic records
  • Display records from search result
  • Be introduced to standard navigation features
  • Perform basic create/edit functions for commonly-used records
  • Features/functions common to basic records
  • Where Horizon data is found in OLE

The two-hour time frame allows ample time for a question-and-answer period. The session may end early if there are few questions.

Is There a Prerequisite?
There is no prerequisite.
Note: This class is a prerequisite for additional classes that cover OLE acquisitions, cataloging, circulation and serials receiving to be held in June 2014. Watch email for registration announcements.

Registration is required; select one session. There is a maximum of 50 attendees per session, so sign up now for your preferred day/time.