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7/29/2019 Creating Student Staff Training and Performance Evaluation Plans (166229126)
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Workshop:Creating Student Staff Training and
Evaluation Plans
Lindley SheddMedia Services Coordinator
The University of Alabama Libraries
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Session Outline• Planning Considerations
– Clarifying expectations – Planning questions
– Outlining a training plan
• About the Sanford Media Center (SMC) – Student staff responsibilities in the SMC – SMC documentation
– SMC training – SMC evaluation
• Building Your Own Plan – Required by Institution
– Safety/Security – Policies
– Customer Service
– Personal Interaction/Attitude – Communication
– Technology
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Planning Considerations
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Clarify Expectations
• Young and inexperienced in navigating a work environment
• Job description* should include broad expectatioof responsibilities
• Employee manual should cover the details (e.g.studying on the job, dress code, personal cellphones)
• Make sure they understand they are working a
“real” job* Denotes a resource available for download:go to educause.edu; search: “shedd training”
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Planning Questions
• How many students do you have to teach?• How are you going to evaluate expected skills?
• Know the best way to do something before you tto teach it.
• What are the major concerns for the majority of users? These answers will inform your training priorities.
• Who can help support training beyond your
immediate staff?
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Outlining a Training Plan
• Create a plan with different kinds of engagement• Set timelines in addition to priorities
• Determine you training structure; F2F group, F2Findividual, online, hands on, demo, project
• Make sure to give them time to get to know oneanother. – We start training with a game (Catch Phrase on the
iPhone)
• Think about what they could do before training.
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The Sanford Media Center
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The University of Alabama LibrariesSanford Media Center
• +33,000 students on campus
• 11 computers, 1 audio room, ~75 equipment kits
• 7 days/96 hours a week
• 4 full time staff
• 6-8 student staff
• +12,000 users each year, +3000 equipment kits
circulated
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SMC Student Tasks
• First interaction with all users, manage thephone, email, F2F
• Manage all scheduling: computers, equipment
and staff schedules• Checking in/out all equipment
• Answer questions in all software supported inthe SMC
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SMC Documentation
• Student Worker Policy Manual*• Public user policies (lib.ua.edu/smc/policies)
Student Worker Policy Manual Topics
Scheduling Absences Finals
Staff Training Shift Swaps Safety RegulationsStaff Meetings Monies Box Nights and Weekends
Dress Code In-house Trainings Keys and Codes
Conflict of Interest E-time/Payroll Disclosure of Confidential Inf
Contact Information Breaks Social Networking
Activities/Socializing/Personal Leaving the Desk Work Expectations
Warnings Copy Card/Machine Evaluations/Proficiency Exam
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SMC Training
• Training retreat*• Project-based training*
• One-one-one during shift
– Can be the most difficult to make sure that everyogets the same training.
• Online resources (lynda.com)
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SMC Training Retreat
V=Video Groups and concentration A=Audio
= A= S = B = T = A = AC = = C =
A V A V V A A V
'
= ' = '
=
GROUP #1 GROUP #2 GROUP #3 GROUP #4
10am New Equipment/Policies 1030 11am Scheduling 1130 Camera/SLR 12pm 1230 iMovie Xai 1pm 130 Logic Alex 2pm 230 Lunch/Break 3pm 330 WORK 330 415pm Group # ________ 4pm 415 500pm Group # ________ 430 500 545pm Group # ________ 5pm 545 630pm Group # ________ 530 6pm 630 Lets see it 7pm 7PM
Project guidelines'that must be'followed Groups'of 2 60sec Music Video 1 album cover Turn In 1. (1) DVD'of'music'video 2. (1) CD of just'audio
3. (1) print'album cover
4. Entire project'backed up to external hard drive LC3
STUDENT TRAINING TUESDAY
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SMC Project Based Training Here are the elements that your video must include:
• 2-3 minutes long • Must incorporate still shots and video• At least 90% of still shots/video must be captured on our equipment• Still shots must be taken on SLR camera• Video can be taken on HD or SLR camera• Must incorporate music• Must include a voice over that plays at the same time as your music (voice over must be recorded u
one of our HRs)• Must use lavaliere microphones for video• Must incorporate the Ken Burns effect• Must include transitions and at least two video effects besides Ken Burns• I would like a web-ready version and DVD-ready version of your final
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SMC Evaluation
• On the job feedback, informal – Engage students in ongoing conversation
– Praise more than critique
• Proficiency Exams (used to determine raises)*• Written evaluations*
• Warnings structure*
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SMC Written EvaluationSanford Media Center Student Evaluation
Student Name Date
This evaluation was completed by the SMC staff and reflects analysis from all of the staff members.
5=Excellent 4=Above Average 3=Average 2=Below Average 1=Unacceptable 0=N/A Criteria Rating Comments
Job Knowledge & Skills: understands job dutiesand related work and has the skills to carry themout. Knowledge of SMC: understands SMC services and communicates them correctly to patrons. Desk Skills: operates the SMC desk correctly and efficiently. Communication: communicates problems andissues quickly to staff members and other student employees. Customer Service: maintains a positive attitude;stays alert on the job; is willing to help patrons. Troubleshooting: attempts to troubleshoot basic software or hardware issues and find solutions before involving a staff member.
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Build Your Own Plan
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Training and Evaluation Workshee' ' ' ' '
' ' '
!
! Interaction*
(group/individual/online)*
Supporting*
Documentation*
Resources* Expectations* Evaluation*
*
Security/Safety*! ! ! ! !
1. Fire! Group,!walk!evacuation!route;!both!
directions!
!
Library!Emergency!
Plan!
! • Door!rules!
• Evacuation!location!
• Responsibility!to!
others!
Test!via!written!quiz!
2. Tornado! ! ! ! ! !
3. Distressed!
Students!!• Group!Discussion!(not!lecture)!
• Visit!from!UAPD!
• Individual!as!needed!!
Library!Emergency!
Plan!
UAPD,!
Student!
Counseling!
Center!
• When!to!get!help!
• Who!to!call!first!
• Personal!actions!to!
take!
Test!via!written!quiz,!include!the!
actual!phone!number!as!question.!
Technology?Software*! ! ! ! !
1. Final!Cut!Pro!X! Group!for!basics!(taught!by!student!
staffer)!Online!individual,!f2f!consults!by!
SMC!staff,!project!based!learning !
! Peers/Staff!in!
the!SMC,!Lynda.com!
• Proper!
import/export/file!management!
• Editing!including!
clip!selection,!audio!
editing!
• Transitions!
• Text!
Ken!Burns!
Observation!with!users.!!Random!
verbal!quizzes/demo!tests.!Ability!to!troubleshoot!the!program. !
Technology?Processes*! ! ! ! !
1. SparseDiskImage!
Setup!• Group!introduction!(demo!by!
staffer)!!
• Individual!demo!and!hands!on!
creation!during!first!work!shift!
SMC!created!
handout!
! • When!to!use!it!
• How!to!create!it!
• How!to!setup!the!
software!to!save!to!
it!
• How!to!talk!about!it!to!patrons!
Observation!with!users.!!Demo!
creation;!setup!both!iMovie!and!FCP!
X!projects!(events!and!projects!
library)!during!second!week!of!work!
!
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Required by the Institution
• Mandatory UA courses – Child Protection Policy and Hazard Communicati
• HR-provided confidentiality of information
document
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Safety/Security
• Library Emergency Plan – Fire – Tornado
– Active shooter (video) –
Distressed students• Students with Keys and Codes
– Set off the alarm – Have UAPD respond – Require incident report submission
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Policies
• Student Staff handbook – SMC Evaluation: “Attendance: is present and on time
scheduled shifts.”
• Public User Policies –
SMC Evaluation: “Knowledge of SMC: understandsSMC services and communicates them correctly topatrons.”
• University Policies – FERPA (Family Educational Rights and Privacy Act)
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Customer Service
• Phone and email etiquette – SMC Evaluation: “Customer Service: maintains a positive attitude; sta
alert on the job; is willing to help patrons.”
• Managing busy times and impatient users – SMC Evaluation: “Multitasking: works well under pressure and juggle
many responsibilities or tasks.”
• How to ask the right questions to understand what users are really asking or actually need
• How to help a user when they do and do not know the answer – Can be customer service, troubleshooting and knowledge of SMC.
– SMC Evaluation: “Knowledge of SMC: understands SMC services ancommunicates them correctly to patrons.”
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Personal Interaction/Attitude
• Public: Every patron, no matter their age, gender, ethnicity, etc. shobe treated with respect – SMC Evaluation: “Customer Service: maintains a positive attitude; sta
alert on the job; is willing to help patrons.”
• Peers: Students must not give preferential treatment to friends. Stud workers must treat one another the same.
– SMC Evaluation: “Peer Relationships: treats other student employees respect and courtesy.”
• Professional staff: Student staff should be aware of the chain of command and respond appropriately to feedback and directives. – SMC Evaluation: “Supervisor Relationships: treats supervisors with
respect and courtesy.”
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Communication
• Communication problems in the lab• Handing off tasks between shifts
• Giving proper focus to the job
– SMC Evaluation: “Communication: communicateproblems and issues quickly to staff members and
other student employees.”
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Technology
• Hardware
– Creating cabling bundles for classroom systems, replacing disk drives
• Software
– Media packages, database management (e.g. File Maker Pro)
– SMC Evaluation: “can answer patron questions about software and is activelychecking on patrons for software support needs.”
• Processes
– Assisting users in getting personal device on the network
• Troubleshooting
– SMC Evaluation: “attempts to troubleshoot basic software or hardware issuesfind solutions before involving a staff member.”
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Where do you go from here?
• Student Policy Manual• Handouts for repeated tasks*
• Formal evaluation document
• Warning structure/documentation
• Where we are headed next:
– Emergency manual quizzes via Blackboard Learn.
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Further Reading • Kathman, J. M., & Kathman, M. D. (2000). Training Student Employees fo
Quality Service. Journal Of Academic Librarianship, 26(3), 176. – Stresses importance of well written job description
– Have student staffers read policy and procedures manual as a pre-employmenactivity.
• Barden, R.W. (2004). They "Are" Employees, After All. Educause Quarter27(2), 4-5. – “Hire students with ‘people’ skills who also have a technical aptitude” (p.4) – Treating them like “real” staff better prepares students for the post-education
workforce.
• Jetton, L. L. (2009). Selecting and using technology for student training. Technical Services Quarterly, 26(1), 21-35. doi:10.1080/073171308022255
– Decided to build training supplement to f2f training in course management
system.
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Highlights of Ideas/Questions
Contact:Lindley C. SheddMedia Services CoordinatorSanford Media Center The University of Alabama LibrariesEmail: [email protected]: 205-348-4674