Training

The Pros and Cons of Hybrid Freelancing

Is there a word for people who are both employed and self-employed? There's a group of us who work the majority of our time in a normal job and also do freelance work in the remaining time: I'm going to call us Hybrid Freelancers, for want of a better term. I love being a hybrid freelancer, and a new change has got me reflecting on the pros and cons.

Today I start a new regime of compressed hours: I'm now doing my 90% FTE hours over 4 days rather than 4.5. I reduced my hours to 90% 12 years ago when I first started doing freelance training & workshops as well as my regular day-job at the University of York, and it has worked really well - taking either a day each fortnight, or half a day each week since Covid hit and things moved online, to prepare and run training sessions.

I literally never run the same session the same way twice. I will always, always revise my materials in some way before each session, either to tailor them to the sector or the organisation, or update them with new information, or just tweak them based on something which went well or less well the previous time I ran it. Up until now, I’ve tended to do that at the end of my regular working day, and the morning of the workshops – 45 minutes here, an hour there, and the materials are updated and ready to go.

Just under a year ago I changed roles at York and became a Faculty Engagement Manager, and I’ve found the new position to be much more intense and to take up a lot more emotional energy than my old one. I’ve noticed I’d get to 5pm or so and simply be too knackered to change gear completely and work on freelance materials, so I’ve found myself working at the weekends or evenings occasionally to prep for workshops - something I absolutely do NOT wish to be doing.

As a result of this, I’ve made the change to compress my hours. 5 days compressed across 4 has always been a mystery to me – the days seem so long I don’t get how people manage it… But to fit less than 4 additional hours into 4 working days, and then have a day off a week, seems very doable. It will mean on a regular workshop day where I run something online from 10am – 1pm, I will have the afternoon completely free to prep the NEXT workshop after that, and so on and so on. I think this will really help.

It also means I can potentially take on more freelance work, although by some miracle I have almost always had the same amount of demand for freelance work as I have time do it in, and I don’t expect demand to double just because my availability has! But hey, if you’re reading this and wondering if I can fit in a larger 2-day workshop or whatever, the answer is, yes, by all means get in touch…

Anyway, one of the cons of being a hybrid freelancer is also one of the pros: dividing your brain in two. On the one hand, the con is that it can be hard to switch gears and fit those two different worlds into a reasonable number of working hours. One the other hand, the pro is that both worlds benefit each other: I’m better at my day-job because I learn so much from my freelance work, and my freelance work is anchored in the reality of what is achievable in a library, because I work in one…

What else is there in the pro column, and does it outweigh the con column? First of all I’m going to talk about money. Even though I *know* it’s better when we’re open about financial matters when it comes to jobs, I still feel awkward and gauche! But here we go, anyway.

The Cons of hybrid freelancing

Part of your income is not guaranteed. I’m starting with the obvious one – for 10% of my time I’m relying on generating work, and if I don’t get any work I don’t get any salary. And of course if I’m ill I don’t get sick pay. This is inherently stressful, although much less so as a hybrid than as a full freelancer. On the upside, if you DO get work, it generally pays better than the day-job: my annual income is greater than if I was 1.0 FTE in my day-job.

Continuing on the subject of financial matters, you’re paying less into your pension. You can of course supplement your day-job pension with a private pension if you choose to, but you won’t get any sort of employer-matching type offer. You also have to get good at guessing what your tax bill will be, and putting aside that amount, because you’re taxed annually rather than at-source on your freelance income.

Here’s a tricky one: what does being a hybrid freelancer do for your reputation at your place of work? I’ve heard ‘oh they’re never there, really’ about people in other libraries who also do freelance work: I really, really hope my colleagues at York have never said that about me! Of course, I wouldn’t know if they did. What I do know, however, is I put absolutely everything into my day-job: I make sure I personally make a difference not just to the library but the actual student experience, and I hope this ensures no one ever thinks I see the day-job as lesser in any way to the freelancing.

The Pros of Hybrid Freelancing

I don’t want to be cheesy but the main pro is the people. As a freelancer I’ve run over 300 workshops across four continents (five if you count working online!) and I must have spoken to getting on for 10,000 people across that time: it is an absolute privilege to interact with so many professionals in my field and others, and to get so many different perspectives and experiences shared with me. It makes me better at both my jobs and it helps me understand the world from viewpoints other than my own, which is especially important as a cis, white, straight male.

The work itself is incredibly rewarding. I can only speak as a trainer, but I completely love it – working with engaged professionals who want to learn and share ideas and really get something out of the workshops. I’ve met people years later who’ve told me in detail about how they implemented ideas I’d given them in workshops and that is an uncomplicatedly brilliant feeling!

You get to travel, without travel becoming the only thing you do. I’ve had amazing opportunities thanks to freelancing, to visit South Africa and New Zealand and Australia and all sorts of places in Europe, which I’ve loved. But, I’ve also turned down a lot of overseas trips because they didn’t work for my family - as a ‘hybrid’ I can say no to things, but if I was fully freelance I may well have felt like I had to take on the trips to make ends meet.

Your worklife is inherently varied. I stayed in my previous job (Academic Liaison Librarian) for 13 years, which is a long time. Mainly it was because I hadn’t found a job I wanted to do more, but a big reason I didn’t get itchy feet was because I had constant professional *variety* and change in my freelance life.

All in all I’d say to anyone considering going freelance, try the hybrid system first to see if it suits you – the additional security it provides is really beneficial, especially when you’re first starting out!

Introducing the new 'Social Media for University Departments and Professional Services' course

While most of my work is with libraries across all sectors, occasionally I get to branch out. I always enjoy working with Museums and Galleries, and with Departments in Higher Education when I get the chance.

At the moment the social media landscape is more turbulent than I can remember, and Twitter (X) - previously the one tool which EVERYONE used to communicate with students and staff - is on the brink of implosion. For Academic Departments and Professional Services (such as Careers Departments, Student Services, Estates etc) there’s a need to change direction a bit and focus more attention on doing well, investigate whether TikTok is worth the time it takes, and seek Twitter alternatives.

With all this in mind I’m introducing a new half-day course, running both in person or online over Zoom / Teams: Better Social Media for Academic Departments and Professional Services.

All the details are in the link above but we cover practical advice on where to go from here, detailed info on making Insta work well, analytics and impact, and more. The emphasis is on making an informed choice on what to prioritise, analysing relevant examples, and learning in a supportive environment. If you’d like to organise a training session for staff at your University, send me an email!


You can see all the courses I offer on the Training & Workshops page.

Coming up: online marketing workshops for New Zealand and Australia libraries!

I'm absolutely thrilled to say I'm working with PiCS again, this time to deliver online training. With PiCS I've previously run marketing training in Sydney, Melbourne and Brisbane, and an emerging technologies in Auckland, and they always go all out to put on the best possible day.

If all goes to plan I'll be back in Oz in 2018 to deliver some face-to-face workshops on Presentation Skills (aimed specifically at information professionals), and in the meantime we're collaborating on three workshops online: Marketing your library (running across March, April and May), Digital Marketing and Online Tools (running in June) and Social Media: Next Steps (running across July and August).

It's all quite complicated because of running them at different times for different time-zones. Each course takes place in two sessions - 2 hours one week, then 2 hours the next week at the same time. There are New Zealand versions and Australia versions... Here are the details:

For me and Viv at PiCS trying to work out timings here has been brain-meltingly complicated, not least because in the case of the New Zealand timings I'm actually delivering them at 10pm the previous day, UK-time, for them to run at 9am Auckland time! The Australian ones are slightly more straightforward, with the training happening at 6am for me...

Anyhow, I'm really looking forward to this. All the courses are tailored for the online environment and I promise we won't be in the standard 'death by webinar' mode here: these are interactive, participatory, and hands-on workshops: you'll be DOING as well as watching and listening. It's going to be ace.

For info on the content and booking etc see the individual workshop pages linked above - for the rest of this post I'm going to use a Q&A format to explain some more about how these sessions will work.

How long are the workshops?

Each session is 2 hours long - any more than that is too much screen time in my experience. There'll be a 5 minute break in the middle, and pratical exercises throughout so it's by no means listening to me for 2 hours. Then there's a week off and a second session of 2 hours, and in between there might be some activities to explore and report back on. So in total each set of workshops will take 4 hours.

Will I be able to ask questions and interact with fellow attendees?

Yes absolutely. I use two screens, one of which has the discussion window open the whole time - so I can pick up questions as they come in rather than needing a section of the training where a moderator coordinates the questions. You can also talk to each other in the discussion. And you can message me in the session if you want to ask a non-public question.

Could I attend all three courses or is there overlap in content?

All three courses are about communciation so certain themes run through each, but none of the fundamental content is the same and none of the tasks and exercises are the same.

I came to your LIANZA marketing workshop on marketing - should I still sign up for the online version?

The workshop at LIANZA was a super-condensed version of the workshop, crammed into 1.5 hours and needing to work for 130 people! Places on these new sessions are limited to small numbers, and over more than twice the time, so the marketing one does contain a lot of material that wasn't included at LIANZA. I've also added a few new sections to the training since late 2015. However there is some overlap! So you'll hear a few things you heard previously. But I'd say there's enough new and additonal content to make it worthwhile.

I came to your Digital Marketing & Online Training full day in Auckland - should I still sign up to the online version?

I'd say 'no'. Although there's new content since the Auckland workshop, a lot of it will cover similar topics so you'll find yourself repeating exercises. Of course you're more than welcome to attend anyway! But I'd recommend attending one or both of the other two workshops (Marketing your library service, and Social Media: Next Steps) instead.

I came to your Marketing Your Library full day in Brisbane / Sydney / Melbourne - should I still sign up for the online version?

The workshop does have some new sections in since the sessions I ran in Australia but a lot of the content is similar, so I'd recommend signing up for one of the other two online workshops instead.

Can I see just the workshops listed for my time zone?

Yes you can!

Or there's more details including links to booking below:

I have more questions!

No problem, either leave them in a comment, or send me an email.

I look forward to seeing some of you online!

(updated) Training up North! Presentation Skills workshop coming up

UPDATED 1st OCTOBER:

I now have confirmation of the location and details on the October 16th workshop. I've deleted all the stuff about the York workshops in the post below, as those dates are now past.


Oct 16: Presentation skills workshop, Liverpool

This is the full-day Making Your Message Stick workshop, which I've just revamped, for CILIPNW. It'll take place at the Library at the University of Liverpool. All the details, including how to book, are on the CILIP website - in essence we'll be covering how to make a very effective presentation indeed (which, as it happens, will also look really nice!).

There are also two free student places available, with a deadline of October 5th for application - if you're currently enrolled on a LIS course, click here to see how to apply.

Some feedback from the two most recent Presentation Skills workshops I've run, for CILIP NE and the Bodleian:

“Tips and tricks about perfect presentations - it was fantastic! Very informative, very attractive content of the course. I’d recommend it to anyone.”

”The trainer’s knowledge and approach to the presentation were outstanding. We received numerous references for further learning and finding resources, which is greatly appreciated.”

”It was excellent. It is a particularly difficult topic to present on, as the audience is looking to see excellent presentation skills in action. The trainer succeeded in demonstrating presentation skills as well as talking about them.”

”It was just perfect.”

”Ned is very engaging and was able to get across his enthusiasm and expereince of presenting at a high standard.”

”The trainer gave lots of useful tips and could draw on own experience in libraries to illustrate points; there as a good balence between written and spoken input and time to practice new ideas.”

”The course was really fantastic, I came away with lots of practical ideas and feeling enthusiastic about sharing them with my team.”

”The best training I have ever been on.”

“I found the day very useful - a very practical session with time for hands-on practice and a lot of good advice given. I have heard a lot of about Ned’s presentation expertise. He was great!”

”Really useful and informative. Good to have practical sessions as well as demos.”

”Ned was fantastic, and there was a great balance of practical exercises, and presentation of examples and tips.”
— Bodleian Libraries 2015, and CILIP NE 2015

You can see all of the upcoming workshops on my Upcoming Events page. Hope to see you at one of them!


10 Tiny Tips for Trainers & Teachers

 

I do a whole load of training these days, both as part of my day-job and my freelance work, so have picked up a few small tricks along the way. There's nothing earth-shattering here - but if you run training or teach infolit classes, you may find some of these useful.  

Here's the short, visual version - then I go into each one in a bit more detail below.

Session structure

1. Start with something practical. Sometimes there is, unavoidably, a bunch of theory or conceptual stuff you have to get through. But if that's the case, if at all possible make this second on your itinerary for the day / hour - and start off with something practical. Diving in with something for people to DO wakes everyone up, and grounds the whole workshop in something tangible rather than abstract. It also makes everyone into active participants early on.

2. Allow time to recharge. A full-day workshop should have coffee-breaks etc built-in, but even a 1hr workshop can be quite overwhelming. Just building in a 3 minute gap for participants to switch-off, chat to each other, relax, will help them focus for the second half of the session and raise the energy level all round. A break 10 minutes in to a 1hr session works brilliantly - surprisingly better then, than half-way through the session or later.

3. Sum up via a Random Slide Challenge (also known as Battle Decks). I love a random slide challenge. Here's how it works:

  1. You create a short simple slide-deck which summarises the session you've just run (I normally create two decks of 5 slides each)
  2. You get participants to deliver the presentation (so in my case, two volunteers)
  3. The volunteers have never seen the slides before, which is part of the fun - so they see each slide for the first time at the same moment the audience does, and have to improvise their presentation based on that
  4. You move the slides along after 15 seconds per slide, so the whole thing takes only just over a minute per presentation

You have to give them the best possible chance of knowing which part of the session each slide is getting at! If you look at slide 41 onwards of the deck embedded here, you'll see an example of a random-slide challenge set of slides.

This works well for two reasons - firstly it is often hilarious. People in the audience shout-out if they pick up on what the slide is about before the presenters, and basically it leaves everyone on a high at the end of the session. Feedback forms at both the British Library, where I've done this on training courses, and for my infolit classes at York, often point towards this as being one of the delegates' favourite parts. The other reason it works is it's often a surpisingly great summary of the session. People say the exact kinds of things I would have said if I was summarising myself, but it has more impact because it's another voice (and, with students, it's one of their peers). Try it! The only thing is, you need a plan B for if you get no volunteers, which once happened to me. Prizes help ensure this doesn't happen...

4. Close after the questions. It's good to end any training or teaching session with a call to action - a clear message as to where participants can go from here. This can be somewhat muddied by a Q&A session (which can of course throw up anything), so build in time for questions just before the end, and leave yourself the last 5 minutes to close the session with something direct and meaningful.

 

Tablet as teaching assistant

5. Use Padlet on your tablet to remember who's who. Padlet is a great tool that can be used in all sorts of ways. You create an online wall, onto which you and anyone else who has the URL can post notes. Anyone can double-click anywhere to add a sort of virtual post-it. Then they can put in their name as the title, and a note, or a URL - links to pics or videos become embedded objects on the wall. I use it to crowd-source people's ideas in training sessions - like you'd use a flipchart, except everyone can go back and look at the URL after the session, and it becomes a sort of archive for everyone to learn from oneanother.

Anyway, depending on the session I'll go round at the start and ask people to introduce themselves, and say what they want to get out of the day / hour. This is very useful in and of itself, as you can tailor things accordingly. I'll type it into Padlet on the big presenting screen as I go, so we can all refer back to it later in the day and see if we did what we said we'd do! But the really useful thing is, you can choose exactly where your notes go on the screen - so I put the notes in a way which corresponds to the physical layout in the room and where people are sitting, like in the example below. Then when I take it off the big-screen to put my slides up, I put the Padlet wall on my ipad screen - this means I've got everyone's names in the right place for easy reference so I can remember who's who!

(I feel like I didn't explain that very well. Does that make sense? The example below should clear it up.)

A Padlet wall example

A Padlet wall example

 

6. Skip ahead in the presentation, on your tablet. I like to have my slides or prezi open on my ipad so I can see what's coming. This is particularly handy if you're joint-teaching with somone - while they're speaking, you can recap what you're supposed to be saying next. A massive part of successful teaching and presenting, for me, is feeling in control - and this helps.

 

Handouts

7. Hand out the handouts. It's tempting to feel more organised by distributing the handouts, if you use them, before people arrive. Placing one by each PC or on every table. But if the group is of 20 or less, hand them round yourself; it's a great opportunity to meet each person individually and make eye-contact which, however brief, makes the communication easier and fuller for the session proper.

8. Use screengrabs to make exercises easy to find. It's amazing how often people lose their place in a handout. When you get to an excercise in the handout, put a screengrab of the slide that's on the big-screen at the time you're introducing the excercise - it makes it quick and easy for people to know exactly where they should be.

 

Materials

9. Use a free PBworks wiki to store materials for delegates. For all sorts of reasons, it's good to have materials online. Particularly if your session is link-heavy, store a digital copy of the hand-out on a free wiki (PBworks for example) so delegates can access them that way and just click on URLs rather than typing them in. Put the PowerPoint on there too - this means you’ll have a copy of your presentation and hand-outs even if your USB stick falls out of your pocket and your printer breaks…

10. Send the presentation round afterwards with an email. A follow-up email is useful for reinforcing key messages, and making sure people have access to the presentation materials. Don’t rely on people (students especially) tracking it down for themselves; follow up directly, ensuring they have a copy of the presentation AND your contact details. If there are issues around attachment filesizes, upload your slides to Slideshare and your hand-out to Scribd, and include links instead.


As always, I'd welcome comments - add your own tips below and help make this post more useful!