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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: lcshedd@ua.eduPhone: 205-348-4674