Starting Your Own Digital Skills Training Program

What is the Need in Your Community?

What is the Purpose of Your Program?

Community Needs + Organizational Priorities and Capacity = Program’s Purpose

Community Needs

When considering community needs, identify specific gaps in digital access and your target demographic, such as seniors or low-income families. Engage the community. Ask members of your community to be active participants in shaping your program. You can collect data through surveys and interviews.

Organizational Priorities and Capacity

Review your organization’s mission statement, identify overarching goals, and align the digital skills program to that mission. Remember your capacity, both in the short and long term. Think about human resources, technological infrastructure, financial support, and training and development needs.

Example Program

Think of a tech support hotline supporting veterans in digital learning provided by a veteran’s service organization. In this example, the organization, through its established relationship with the veteran community, noticed an unmet need in veteran’s digital skills and access to tech support. The organization’s mission is to meet veterans where they are and empower growth. The organization already had some infrastructure in place and expanded its mission to meet the needs of its community.

Asset mapping

Overview

Asset mapping goes beyond a list of organizations and programs; its outcomes are often inventories or maps. Rather than dwelling on deficits, asset mapping highlights solutions, viewing challenges as opportunities to assess existing resources and community goals. This community-driven approach prioritizes the voices of those who benefit from the services. Instead of focusing on demographic data or poverty information, it involves reaching out to communities to identify goals and solutions.

Asset mapping leads to community investment in your organization and solutions, leveraging existing, successful resources. It can help your organization find and build lasting community partner relationships and broaden your understanding of digital access in your local context.

Best Practices

If your organization has other community engagement strategies, use those to inform your asset mapping process. This could include survey data, strategic plans, and feedback from partner organizations. Remember, this process is iterative. The resources you create should be updated as you find new partners, solutions, and resources.

Questions to Consider:

• What partners do you already have?
• Are there refurbishers or digital skills providers in your area?
• What are the services available to folks with disabilities?
• Are there upskilling or workforce development programs?
• Are there literacy or adult education programs?
• Are low-cost internet plans available?

Target Audience

Trainers can’t serve everyone, so it’s important to narrow down your target audience.

Demographic Profile

Determine the characteristics of your target audience. Think about communities that already trust your organization. Folks who may need extra assistance include, but aren’t limited to:

• Low-incomes households
• Aging individuals
• Incarcerated individuals
• Veterans
• Individuals with a disability
• Individuals with a language barrier, either English learners or individuals with low literacy
• Individuals who are members of a racial or ethnic minority group
• Individuals who primarily reside in a rural area

Who are Digital Skills Trainers?

An excellent trainer:

• Is comfortable with technology.
• Has the ability and desire to learn and teach.
• Can understand, communicate with, and effectively interact with people across cultures.
• Is patient, compassionate, and supportive, creating a trusting relationship with learners.
• Is a creative problem solver who negotiates and handles stressful situations in a positive manner using good humor.
• Is service-oriented, conducting themselves in an approachable and professional manner.
• Is a member of the community they serve.

What are the responsibilities of a trainer?

Trainers should:

• Identify and assess needs.
• Build relationships and trust.
• Use the right methods and tools to provide accurate and complete information regarding access, devices, and connectivity.
• Offer foundational skills or make referrals to education programs.
• Keep records of interactions, process records, and file documents.
• Follow up to ensure goals have been met.
• Enter data (as needed).

Adapted from the National Digital Inclusion Alliance.

What is the trainer process?

Trainers have a process. The process can be thought of as a cycle – repeating as necessary to fully meet learners’ needs.

Initial learner intake.

During this first stage, trainers collect contact information and details about the learner’s goals. They’ll begin collecting all the relevant information to serve the learner going forward.

• When and how might this take place?
  • Completed online by a community member when requesting an appointment.
  • Completed as a referral by a partner organization.
  • Completed by a trainer in conversation with a new learner.
• Forms
  • Appointment form
  • Referral Form: Some programs modify intake forms to collect different information when a referral is received.

Assess goals and needs.

Starting from the initial learner intake, trainers learn about existing skills, connectivity, and device access and identify what is needed to address the learner’s goals. In this step, they’re expanding on the information from the intake form and confirming that they understand how best to help the learner.

• When and how might this take place?
  • During initial conversations with a community member, the trainer will use informal and formal assessment tools as needed.
  • During subsequent meetings, the trainer will discuss the learner’s satisfaction with previous solutions and may use formal and informal assessments to measure the learner’s progress.
  • During subsequent meetings, the trainer will discuss if learner goals have evolved.
• Form: Session Summary
• Resources:
  • Skills assessment form

Evaluate and discuss solutions.

Once they’ve completed the assessment, trainers review available resources and focus on the learner’s preferences and priorities. This includes researching relevant resources and talking through each suggested solution with the learner.

• When and how might this take place?
  • Once the trainer understands the learner’s goals and existing skills, connectivity, and device access, they discuss options for gaining skills, connectivity, and device access. The trainer will be responsive to the learner’s preferences.
  • In subsequent meetings, the trainer and learner will discuss what worked and did not work with previously selected solutions and discuss alternative solutions as needed.
• Form: Session Summary

Refer to relevant resources.

After they’ve decided on a solution, trainers provide resources and a plan to help the learner reach goals. This may involve referrals and direct service.

• When and how might this take place?
  • Once the trainer and learner agree on a plan, the trainer will refer the learner to resources relevant to their goals and needs. The resources might be accessed and used during or outside the meeting. The trainer may suggest direct support, such as individual digital skills coaching.
• Form: Session Summary
• Resources:
  • Idaho Digital Skills
  • Resources for finding an ISP and Lifeline information

Check in and evaluate progress.

After the referral, trainers determine whether goals have been met or if additional meetings are required. This process should continue throughout the appointment. Trainers should check in and confirm that all solutions are working for the learners’ needs.

• When and where might this take place?
  • The trainer will check in with the learner at subsequent scheduled meetings or through other contact methods to determine if the learner has achieved their goals or would like more support. If more support is needed, return to step two. If not, continue to step six.
• Form: Session Summary

Learner exit.

After the evaluation, trainers begin to wrap up relationships and collect program feedback, data on the status of goals and the learner’s satisfaction, and impact stories.

• When and where might this take place?
  • When the trainer and the learner decide they do not need to meet again in the short term, the survey might be provided on paper, by email, or via a call from the trainer’s supervisor.
• Form: Follow-up survey

Adapted from the National Digital Inclusion Alliance

Job Description

Title: Digital Skills Trainer

Reports to: The Digital Skills Trainer will report to [supervisor’s title].

Job Overview: The Digital Skills Trainer supports [community or target population] who need home internet, devices, tech support, or digital skills training. Trainers may help learners [in location, e.g., in-person or via phone, email, text, or video chat].

The Digital Skills Trainer enables the [agency’s name] efforts to provide digital access to [community or target population]. This position is [full-time, part-time, embedded, or volunteer].

Responsibilities and Duties:

• Contact learners seeking help or those identified by community partner organizations.
• Assess learner’s access to technology, test their digital skills, and identify connectivity needs. Co-design a learning plan by matching services and referrals.
• Coach learners on using the internet to meet their needs. As needed, provide referrals to additional digital skills training sources.
• Help learners find affordable computers, internet-enabled devices, or resources for repair help.
• Find, create, and promote content for digital skills, public Wi-Fi, and community resources.
• Engage in team meetings and provide feedback on developing the Digital Skills Training program.
• [Non-English language speaking, e.g., Spanish-speaking] Trainers may support the translation of website resources.
• Perform other duties as assigned.

Critical Skills and Aptitudes:

• Enjoy learning and teaching digital skills, focusing on the internet, devices, and software.
• Have excellent self-organization, language capacity, and cultural competency.
• Show excellent communication skills, establishing trust with all types of learners.
• Have a good attitude, interpersonal skills, cultural sensitivity, and a sense of humor.
• Have the skills for creative problem-solving, negotiating, and handling stressful situations.
• Provide excellent learner service, establish boundaries with learners, and show innovation and flexibility.

Adapted from the National Digital Inclusion Alliance.

Training the Trainer

Training Recommendations

Training the trainers involves equipping them with a diverse skill set. Here’s an overview of training recommendations:

• Foundations of digital skills programming:
  • Understanding the issues.
  • Communication and community engagement skills, including active listening and empathy.
  • Fundamentals of adult learning, including self-directed learning, experiential learning, and motivation theory.
• Skills and strategies:
  • Strategies for providing basic procedural training and support.
  • Technology troubleshooting and support techniques.
  • Cybersecurity training.
  • Information about assistive technology tools.
• High-quality referrals and access to support:
  • Referrals to digital skills training.
  • Support in identifying and accessing appropriate devices.
  • Support in finding and applying for affordable broadband.
• Monitoring and evaluation:
  • Conducting a needs assessment/reference interview.
  • Tracking learner progress.
  • Measuring impact.
• Putting it all together: The appointment/process:
  • Assess needs and set goals.
  • Evaluate and deliver solutions.
  • Refer to relevant resources.
  • Check-in and evaluate progress.

Online Training Options

The Digital Navigators 101 tutorial is designed to help new digital navigators (digital skills trainers) learn the skills and resources needed to work with their communities. This tutorial was created in July 2024.

Learning Objectives

• By the end of the tutorial, you will be able to:
  • Use skills and strategies of the training program.
  • Determine when and how to direct learners to high-quality support.
  • Execute the process of digital skills training programs.

Digital Skills Curriculum

Below are online self-guided and teacher-focused digital skills training curricula and lesson plans.

Idaho Digital Skills

Idaho Digital Skills offers Idahoans free online learning tools to increase their digital skills. Various tools and resources are available, from lessons for using a mouse to help applying for jobs online. Lessons are available in English and Spanish. Curricula are available for trainers covering basic digital skills and online safety.

Niche Academy

Niche Academy is an online learning platform built for libraries. It contains interactive tutorials on various topics.

NorthStar Digital Literacy Assessment

Northstar Services include assessments, assessment certificates, computer classes, and Northstar Online Learning accounts for learning and practice. Northstar is provided by the University of Idaho Extension’s Digital Economy Program. Assessment and curricula are offered in English and Spanish.

Senior Planet from Older Adults Technology Services

Senior Planet equips local organizations across the country with the tools to help older adults access technology and use it to enhance their lives. Live information sessions and the application are available on their website. Licensing the program is currently free.

Marketing

How will you advertise your services to your community? Accessibility is key here. All content should be accessible and follow applicable federal laws. And don’t forget language accessibility. What languages does your community speak? Where are the folks you hope to serve currently getting their information?

Visit eBranch Accessibility Guidelines for more information on web accessibility.

Recruitment and Onboarding

Digital skills training programs can leverage a combination of existing staff, interns, or hiring to fulfill various roles.

Existing Staff

Existing staff members within an organization can undergo cross-training to become trainers, expanding the program’s reach and capacity. This approach uses existing resources and expertise while enhancing the organization’s support of the community’s digital access efforts.

Cohort of Interns or Part-Time Staff

Digital skills training programs can recruit interns or part-time staff to work within existing organizations, embedding them in community settings where they can directly support community members. This approach allows for close collaboration between the program and partner organizations, leveraging existing infrastructure and resources to extend the program’s reach.

Full-Time Staff

Digital skills training programs may employ full-time staff members to serve within existing organizations as dedicated trainers. By embedding full-time staff within organizations, the program can establish a consistent presence in the community and develop long-term relationships with community members and partner organizations.

Tech Waiver

There are potential liability concerns when helping learners with their personal devices. A tech waiver is a simple way of getting agreement between the trainer and the learner. The device owner must acknowledge, prior to receiving help, that the trainer is not at fault if there is any negative impact caused by their help. The Denver Public Library’s tech waiver is a good example. If your organization already has policies in place, make sure your staff are trained to follow proper procedures.

Measurement and evaluation are important to determine the program’s impact. You’ll want to rely on both quantitative and qualitative methods. These metrics serve as tools to assess the program’s reach, effectiveness, and the extent to which it meets the community’s needs.

Quantitative Metrics

Quantitative metrics provide a numerical basis for assessing the scale and scope of the program’s activities. Key quantitative indicators include:

• Tracking the number of learners engaged in the program, i.e., the number of learners who successfully completed a computer course.
• Measuring the effectiveness of outreach efforts, i.e., an increase in web traffic after a marketing email.
• Assessing the overall use of program resources, i.e., measuring how many people used the dedicated chat service.

Monitoring learner numbers over time can reveal program engagement trends, helping identify successful outreach strategies and areas for improvement. The quantity of learners also serves as a direct measure of the program’s reach within the community.

Additionally, quantitative metrics can extend to the use of digital tools and resources provided by the program. Tracking metrics such as website visits, downloads of educational materials, and the use of online support platforms offers insights into the community’s engagement with digital resources. These metrics can help with budgeting and reporting.

Qualitative Metrics

While quantitative metrics provide valuable numerical data, qualitative metrics offer a deeper understanding of the program’s impact on individuals and the community. These metrics focus on the quality of outcomes and learners’ experiences. Qualitative metrics include:

• Improving digital skills among learners
• Overall community satisfaction
• The effectiveness of support services

Assessing improved digital skills involves capturing qualitative feedback from learners about their abilities to navigate digital tools, access online resources, and address digital challenges independently. Community satisfaction can be measured through surveys, focus groups, or interviews, allowing learners to share their experiences and provide valuable insights into the program’s effectiveness.

Data Collection

Data collection will depend on the organizational structure and size of the program. When implementing any data collection methods, you must prioritize learner privacy and data security. Set clear protocols of what’s tracked and how.

Forms

Forms are great for collecting specific data points from learners. Staff can use forms to collect basic demographic information, feedback on program services, and details about learners’ digital goals. Forms allow quick data entry and analysis, making them ideal for gathering focused information from many learners.

Spreadsheets

You can input data from various sources – including forms, surveys, or learner interactions – into a spreadsheet to track learner progress and analyze trends over time. Spreadsheets also allow for extensive data visualization. Staff can use spreadsheets to track metrics such as the number of learners, types of assistance provided, and frequency of engagement.

Project Management Software

Project management software is a comprehensive data collection, organization, and collaboration solution. It can enable staff to create tasks, track progress, and manage learner interactions in a centralized system. These tools include project boards that can be customized to represent different aspects of the program, such as learner onboarding, ongoing support, and training initiatives.

Digital skills trainers are a community-based solution that can help close the digital divide. The Idaho Commission for Libraries is committed to expanding digital access, and that means creating an ecosystem of statewide, regional, and local solutions. Digital skills trainers play an essential role in this work. In-person, on-the-ground, and in-community support ensures Idahoans have what they need to thrive online.

The elements of this workbook should help organizations develop a plan for starting programs. Understanding trainers and why they’re important is a first step. From there, it’s crucial to gather data and define the scope of your program. After that, focus on the who, the what, and the how of digital skills training work. Then, establish practical resources for implementing your plan. Integrate data collection and measurement from the beginning. Examples of forms are in the following section.

Appointment Form

1. Enter your name.
2. What device are you using or having trouble with?
3. What would you like to talk to us about?
   1. Internet offers
   2. Low-cost devices
   3. Research
   4. Tech tutoring
   5. Troubleshooting
   6. Other ­­­
4. Please briefly describe the issue or question on your mind.
5. What’s the best way to contact you?

Adapted from the National Digital Inclusion Alliance

Session Summary: 1-1 Appointment or Drop-In Help

1. Staff
2. Date
3. Day
4. Time
5. Session type
   1. Call
   2. Call and email
   3. Call and text
   4. Contact and screen share
   5. Email
   6. In-person
   7. Text
   8. Other
6. Duration
   1. 0-5 minutes
   2. 6-15 minutes
   3. 16-30 minutes
   4. More than 30 minutes
7. Learner’s name
8. Learner’s contact information
9. ZIP code [or other relevant location data]
10. Select all the covered populations your learner falls into.
    1. Low-income individual (150% of the federal poverty threshold)
    2. Aging individual
    3. Incarcerated individual
    4. Veteran
    5. Individuals with disabilities
    6. Individuals with a language barrier
    7. Individuals who are members of a racial or ethnic minority group
    8. Rural resident
11. Learner’s device
    1. Laptop/desktop
    2. No device
    3. Smartphone
    4. Tablet
    5. Unknown
    6. Other
12. Type of help
    1. About us
    2. Internet offers
    3. Library e-content
    4. Low-cost devices
    5. Research
    6. Tech tutoring
    7. Troubleshooting
    8. Other
13. What question(s) did the learner ask?
14. Enter feedback or testimonial.

Adapted from the National Digital Inclusion Alliance.

Session Summary: Skills Class

1. Staff
2. Date
3. Day of the week
4. Time
5. Class title
6. Class type
   1. Hybrid
   2. In-person
   3. Virtual
7. Class duration
8. Total number of learners
9. Select all the covered populations served.
   1. Low-income individual (150% of the federal poverty threshold)
   2. Aging individual
   3. Incarcerated individual
   4. Veteran
   5. Individuals with disabilities
   6. Individuals with a language barrier
   7. Individuals who are members of a racial or ethnic minority group
   8. Rural resident
10. Enter the number of low-income individuals (150% of the federal poverty threshold) served. Enter 0 if none.
11. Enter the number of aging individuals served. Enter 0 if none.
12. Enter the number of incarcerated individuals served. Enter 0 if none.
13. Enter the number of veterans served. Enter 0 if none.
14. Enter the number of individuals with disabilities served. Enter 0 if none.
15. Enter the number of individuals with a language barrier served. Enter 0 if none.
16. Enter the number of individuals who are members of a racial or ethnic minority group served. Enter 0 if none.
17. Enter the number of rural residents served. Enter 0 if none.
18. Devices covered by instruction
    1. Laptop/desktop
    2. No device
    3. Smartphone
    4. Tablet
    5. Other
19. Topics covered by instruction. Select all that apply.
    1. Computer basics
       1. Turning a computer on and logging on
       2. Using a mouse and keyboard
       3. Other
    2. Internet basics
       1. Navigating around a website
       2. Using Google or other search engines
       3. Using email
       4. Shopping and paying bills online
       5. Other
    3. Using social media
    4. Being productive online
       1. Taking an online course or training
       2. Searching for jobs online
       3. Finding health information online
       4. Other
    5. Cybersecurity and internet safety
    6. Finding low-cost devices and/or choosing an internet plan
    7. Other
20. What were the learning outcomes, and how were assessments managed?
21. Enter learner feedback or testimonials.

Adapted from the National Digital Inclusion Alliance.

Skills Assessment

1. Name
2. Contact information (phone/email)
3. What types of devices do you own/use? Select all that apply.
   1. Computer
   2. Smartphone
   3. Tablet
   4. Other
4. How often do you use your devices (smartphone, tablet, and/or computer)?
   1. Several times a day
   2. Once a day
   3. A couple of times a week
   4. Can’t remember
   5. Other
5. In the past week, how have you used your devices? Select all that apply.
   1. Apps
   2. Emails
   3. Messaging apps
   4. Texting
   5. Voice calls
   6. Web browsing
   7. Other
6. Where do you go to use the internet? Select all that apply.
   1. Computer at home
   2. Computer at school or learning center
   3. Computer at work
   4. Computer at the library
   5. Cell phone/tablet with Wi-Fi at work/library
   6. Cell phone/tablet with Wi-Fi using your cell plan
   7. Other
7. What would you like to learn?
8. How comfortable are you doing these things on a computer or laptop?