1. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 1/63 Lesson 02a Performance Expectations

2. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 2/63 Please go to Full Screen mode now (Click your right mouse button, select “Full Screen” from the menu)

3. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 3/63 Quick Contents Expectations 1-13……..…….…17-63 Total slides: 63

4. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 4/63 So much information So little time

5. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 5/63 The challenge is to organize information and make it accessible to people

6. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 6/63 That’s our job

7. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 7/63 Bringing people in touch with the information they need

8. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 8/63 Lesson 02. Performance Expectations for Employees A Self-Paced Module in the Instructional Project Bringing Learners and Library Skills Together: Using Computer-Based Instruction for Training Employees at a University Research Library

9. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 9/63 Acknowledgements Special thanks to Myra Lowe, WVU Libraries Associate Dean, for creating the “Keys to Quality Library Service” online presentation, which inspired this and other lessons in this instructional project A link to “Keys to Quality Library Service” is available in the “Additional Resources” sub-page on the project web site A big thanks also to Debby Borrelli, Sherry Condon, Kurt McCoy, Steve Shackelford, Josephine Williams, Linda Wright, and Martha Yancey, who co-jointly wrote and edited the initial “Performance Expectations” form with me, from which this lesson is derived

10. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 10/63 Contents of this lesson Review of past learning Learning Objectives Performance Expectations Recap and a look ahead Your response to the lesson

11. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 11/63 Review of past learning In Lessons 01a, 01b, and 01c, you learned about your instruction within the library environment, some basics about library objectives, payroll schedules, etc., and about learning preferences

12. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 12/63 Where you are in the instructional sequence General Context of Student Assistant Library Work L1 Your Learning Experience as a Student Library Assistant in Circulation Services at Evansdale Library / Assess / Discuss L2 Performance Expectations for Student Assistants / Assess / Discuss L3 Library Resources / Assess / Discuss Maintaining the Integrity of the Physical Collections L4 A Virtual Tour of the Library / Assess / Discuss / Task Perf. 1 / Assess / Discuss L5 Call Number Classification / Assess / Discuss / LC Easy / Task Perf. 2 / Assess / Discuss L6 Retrieving Stacks Items / Assess / Discuss / Task Perf. 3 / Assess / Discuss L7 Straightening Shelves of Items / Assess / Discuss / Task Perf. 4 / Assess / Discuss L8 Shelving Items / Assess / Discuss / Task Perf. 5 / Assess / Discuss L9 Visually Scanning Items for Call Number Consistency / Assess / Discuss / Task Perf. 6 / Assess / Discuss L10 Physical Item Searches / Assess / Discuss / Task Perf. 7 / Assess / Discuss L11 Reconfiguring the Collections / Assess / Discuss / Task Perf. 8 / Assess / Discuss Public Service and System Functions L12 What’s What behind the Circulation Desk / Assess / Discuss / Task Perf. 9 / Assess / Discuss L13 Standard Operations at the Circulation Desk / Assess / Discuss / Task Perf. 10 / Assess / Discuss L14 Introduction to the Endeavor Voyager System / Assess / Discuss L15 Voyager Circulation Module: Interface and Patron Records / Assess / Discuss / Task Perf. 11 / Assess / Discuss L16 Voyager Circulation Module: Discharging Items / Assess / Discuss / Task Perf. 12 / Assess / Discuss L17 Voyager Circulation Module: Charging Items / Assess / Discuss / Task Perf. 13 / Assess / Discuss L18 Voyager Circulation Module: Item Records / Assess / Discuss / Task Perf. 14 / Assess / Discuss L19 Course Reserves / Assess / Discuss / Task Perf. 15 / Assess / Discuss L20 Using the Wireless Laptop Computers, CD Players, and Associated Equipment / Assess / Discuss / Task Perf. 16 / Assess / Discuss L21 Using the Pharos System Print Controller, Printers, Copiers, Digital Sender, and Value-Add Service Machine / Assess / Discuss / Task Perf. 17 / Assess / Discuss L22 Using the MountainLynx Electronic Catalog / Assess / Discuss / Task Perf. 18 / Assess / Discuss L23 Supervising the Use of the Electronic Classroom Computers / Assess / Discuss / Task Perf. 19 / Assess / Discuss L24 How to Help Library Users / Assess / Discuss / Task Perf. 20 / Assess / Discuss L25 Working with Microform and Government Documents / Assess / Discuss / Task Perf. 21 / Assess / Discuss

13. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 13/63 What will you learn from this lesson?

14. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 14/63 Learning Objectives for this lesson To understand what the staff expects from you while working here

15. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 15/63 After experiencing this lesson, you will… Better understand what you should and should not do to provide quality library service

16. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 16/63 Sections of this lesson This lesson has one (1) main section: §2.1 Performance Expectations Ok, let’s begin …

17. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 17/63 § 2.1 Performance Expectations

18. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 18/63 Performance Expectations Contract On or before your first day of work, you received and signed a document called “Performance Expectations for Student Assistants” This document constitutes a contractual work agreement between the library and you It outlines what is expected of you during your work appointment at the library As an informed adult, we expect you to adhere to the stipulations within that document

19. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 19/63 Contract (2/2) In this lesson, we’ll focus on the most salient points covered in that document You should have been given a copy of your signed contract when you began work In addition, the complete document is available as a PDF file in the “Additional Resources” sub-page of the instructional Homepage

20. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 20/63 Why have clearly stated expectations? It may seem to some that we are being too strict or prohibitive with some of our do’s and don’t’s But we think it is better to be explicit and “up front” about our expectations, from the start It is to your benefit to know in advance how our institution operates All expectations serve the larger goals of the department and institution

21. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 21/63 #1. Public Service Access Services is a public service department within the library system Your actions are visible and reflect on the libraries as a whole While at work, you are a representative of Evansdale Library

22. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 22/63 Public service (2/2) Your actions and attitudes should support the overall mission of this library and of Access Services in particular All Access Services employees are committed to: Continually strive to provide quality service to all of our library users Always be polite and cordial Accept all questions as valid, and Maintain a positive attitude

23. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 23/63 #2. Primary Objectives of Access Services Maintaining the integrity of and access to the various library collections Assisting library users as needed to find materials and to gain accurate information related to their research needs

24. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 24/63 Primary objectives (2/4) ? What does this mean?

25. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 25/63 Primary objectives (3/4) It means … We manage the physical order, circulation, and shelving of research materials in a variety of formats (paper, DVD, CD, CD- ROM, audiotape, LP, etc.) We maintain patron records and work with patrons about aspects of those records (e.g., email addresses, fines) We communicate with library users about research materials they are using or wish to use

26. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 26/63 Primary objectives (4/4) The kinds of activities we do include: Shelving materials Retrieving materials Visually scanning materials for call number order Shelf straightening Shifting collections Performing Service Desk public service Collections inventories Performing other related tasks

27. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 27/63 #3. Supervision Access Services Staff members take turns managing the Access Services Desk and supervising students Most staff members supervise one or two hours at a time, although some do it for hours at a stretch (evenings, weekends) When a staff person is stationed at the Service Desk, s/he is the “direct” or “immediate” supervisor for all scheduled Access Services students (except those assigned to special projects or training) during that time period The next slide illustrates the supervisory schedule

28. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 28/63

29. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 29/63 Supervision (3/5) The direct supervisor manages all students whose names on the schedule are colored in red, green, light blue, or other non- dark blue colors (see #7)…and delegates all student tasks, except special projects and initial training The immediate supervisor is the person… With whom you check with when you come in and leave Who assigns you your actual assignments Who manages the Access Services Desk To whom you report work absences (e.g., illness), either by phone or in person

30. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 30/63 Supervision (4/5) Although we have a schedule of pre-assigned tasks, the direct supervisor has the discretion to override these assignments, should the situation warrant In order to respond to certain special circumstances, such as the absence of an assigned student, the supervisor can re-prioritize tasks and assign you to a task that is not coded on the schedule Such reassignments are infrequent but sometimes necessary to assure optimal services from our department Thus, there is structure to the work flow as well as flexibility The direct supervisor is in the best position to interpret the circumstances, to ascertain what needs to be done, and to delegate the specifics of tasks

31. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 31/63 Supervision (5/5) All the supervisors together manage about 25 students who are clocking in and out every hour or half hour throughout the day and evening It can be quite hectic, depending on the what portion of the semester we are in Please be courteous with your supervisors, as you are with the public, other staff, and your fellow students Listen to them and be proactive in assisting them Ask them what they would like you to do Try to develop a good communicative rapport with them and respect their management decisions

32. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 32/63 #4. Conflicts Should a conflict develop with a fellow student, please follow these steps: First, talk with the student and try to reach a mutually acceptable outcome If that does not resolve the issue, speak with your immediate supervisor or go directly to Sherry Condon, Supervisor of Students If Sherry is not available, you should go to Martha Yancey, Coordinator of Access Services, or whomever is your departmental supervisor

33. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 33/63 Conflicts (2/3) If the problem persists, you may speak with Mary Strife, Director of Evansdale Library If the conflict is with a supervisor, please follow these steps: First try to resolve the matter through direct discussion with the supervisor If that does not resolve the conflict, speak with Sherry Condon If the problem is not sufficiently resolved or if Sherry is unavailable, you may talk with Martha Yancey As a last resort, you may talk with Mary Strife

34. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 34/63 Conflicts (3/3) All attempts to talk through the issues of conflict should occur well away from the Service Desk or other public areas Choose Office 101A or another available staff office In general, you are always welcome to speak with Sherry about any issues which may pertain to your work in the library

35. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 35/63 #5. Teamwork You are now part of a work team at the library, consisting of students, faculty and staff They depend on you and you depend on them to deliver quality service You will need to keep this collaborative relationship in mind Your work performance must reflect this awareness

36. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 36/63 Teamwork (2/2) Every task you accomplish each day at our library is important An act that might seem inconsequential at first thought, such as putting a book in the wrong place, will have a ripple effect through the whole system and affect future users wanting to use that item … as well as the staff who must search for it Quality and accuracy count

37. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 37/63 #6. Public service Your actions contribute to the public relations of the library system You contribute by being courteous and helpful to every library user Give each library user the same quality of assistance that you expect as a student and member of the research public

38. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 38/63 #7. Respect the privacy of others While you are working at the library, respect the privacy of our library users, who are there to do academic work Do not disturb them or unnecessarily approach them You are in an academic environment and we expect you to act in a mature and professional manner A helpful and friendly demeanor is appropriate, assuming you are aware of the limits of your position as a library representative Avoid any behavior that can be misconstrued by the other person as too “familiar” or bothersome or even harassment

39. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 39/63 #8. Being serious about your job Your work as an assistant is a job, regardless of whether it is funded by a college work study award or through non-salaried departmental funds We expect that you will strive to be a responsible employee We assume that, with training, you will learn how to work within the well-established structure and processes of a professional environment

40. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 40/63 #9. Semester work assignments Work assignments are made on a semester-by-semester or session-by-session basis Your work performance will be reviewed at the end of each session We reserve the right to change or even redirect your assignment to another department or unit on campus if we determine that your performance in that assignment is unsatisfactory

41. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 41/63 #10. Educational opportunity The skills and knowledge that you learn while working here is transferable and usable throughout your academic studies We expect you to recognize this and to develop the attitudes appropriate for work in a learning environment

42. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 42/63 #11. Rotating tasks To assure a fair distribution of labor, we rotate tasks every hour Thus, employees have opportunities to work with our collections in the stacks as well as at the Service Desk The two main categories of tasks are stacks work (retrievals, shelving, shelf reading, etc.) and public-service work at the desk The sample student work schedule on the next two slides illustrates this via a color-coded chart of pre-assignments

43. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 43/63

44. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 44/63

45. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 45/63 Rotating tasks (4/9) For example, from 10-11 a.m. your name may be in red, which means that you will be assigned to stacks work for the duration of that hour For instance, at the beginning of the hour, your supervisor may ask you to do a pick up If you complete that task before the end of the hour and return to the desk, inform your supervisor that you completed the pick up Your supervisor will undoubtedly assign you to shelve or shelf straighten for the remainder of the hour You are not to remain in the Access Services area unless your supervisor asks you to

46. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 46/63 Rotating tasks (5/9) To continue the illustration: From 11 a.m.-12 noon, your name may be in green, which means you are assigned to the Service Desk Your main duty will be to assist your immediate supervisor in dealing with all interactions at the desk, such as Charging and discharging items Providing information Answering the phone Shelving CDs Etc.

47. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 47/63 Rotating tasks (6/9) Since your main priority is to be available to help the public and assist in library operations, all other activities (e.g., using the computer, studying, etc.) are secondary and should not distract you from carrying out your essential tasks If it is quiet at the desk, ask your supervisor first before launching a web browser or studying Don’t just sit down at the computer at the start of a “green” hour and start web surfing and emailing Be courteous and ask

48. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 48/63 Rotating tasks (7/9) Stay focused and be aware of who comes to the desk When you are stationed at the Service Desk, you are a very visible representative of the libraries to the general public Please try to represent us well

49. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 49/63 Rotating tasks (8/9) To continue the illustration: From 12-1 p.m., your name may be in orange, which means that you are assigned to work on a special project for Sherry or someone else See the notes at the bottom of the color coding Report directly to the project supervisor for that hour If your name is in light blue, you will be shelf reading for an hour If your name is in light red, you are in training for that hour

50. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 50/63 Rotating tasks (9/9) For the color-coded, pre-assignment work scheme to function properly, we need your cooperation in minding the time and carrying out your tasks for each hour

51. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 51/63 #12. Sixty minute rule The hour or sixty minute rule applies to the amount of time a task area is assigned per student assistant per hour When given a pre-assigned, color-coded assignment, it is expected that you will do tasks that relate to that color for a full hour, unless expressly told differently by your direct supervisor We apply this so that we can manage the scheduling of tasks for each hour of the work day for our numerous students, who are clocking in and out at all hours of the day The objective is to equitably distribute the kinds of tasks each student will do, while ensuring that no more than one student assistant is assigned to the Service Desk for any hour We will spell this out because this point has been misunderstood so often by students

52. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 52/63 Sixty minute rule (2/11) Let’s look at some examples When your name is colored in red on the schedule for a particular hour, say 12:00 noon, you can expect to do stacks work for the complete period of that hour, as assigned by the direct supervisor Let’s assume that the desk is busy when you check with the supervisor

53. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 53/63 Sixty minute rule (3/11) You wait until the supervisor can send you on a stacks related task Let’s imagine that the supervisor asks you to go into the stacks, pull a book, and bring it back for a library user who has had trouble finding it You write out that you are searching for a book

54. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 54/63 Sixty minute rule (4/11) You find the book and return it to the Access Services area, by 12:15 p.m., and sign back in The supervisor now asks you to do a pick up on all three floors You sign out and take a cart into the stacks

55. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 55/63 Sixty minute rule (5/11) There are few people in the library and few books to pick up You complete the pick up and return to the Access Services area by 12:38 p.m.

56. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 56/63 Sixty minute rule (6/11) Your supervisor loads 12 books on a cart and asks you to shelve for the remainder of the hour You leave the Access Services area at 12:45 p.m. with the cart of books

57. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 57/63 Sixty minute rule (7/11) You complete the shelving and return to the Access Services area by 1:00 p.m. Your name in green on the schedule indicates that you will be at the Service Desk for an hour, from 1-2 p.m.

58. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 58/63 Sixty minute rule (8/11) What you hopefully gained from the details of this example is that you will do some combination of tasks within a task category (e.g., “red” for “stacks”) for the full sixty minutes You will not be in the Access Services area during that time except to sign in and out

59. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 59/63 Sixty minute rule (9/11) When your name is colored green, you will provide assistance at the Service Desk for sixty minutes When your name is colored light blue, you will go shelf reading in an area determined by your direct supervisor for 60 minutes We do not expect you back at the desk until that hour has elapsed When you name is colored dark blue, you will be working on a special project under the project’s supervisor for that hour When you name is colored light red, you are in training for that hour

60. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 60/63 Sixty minute rule (10/11) If you want to take a break, work out that time in advance with the supervisor, so that s/he is not left alone at the desk if it is busy As indicated, should circumstances warrant, a supervisor may override a specific rotation for an hour

61. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 61/63 Sixty minute rule (11/11) The sixty minute rule applies proportionately if a particular work hour in a day’s work shift begins or ends on the half or quarter hour That is, if you clock in or out on the half hour or quarter hour, you can expect to do tasks related to a color-coded area for the remaining time within that hour That is, if you clock in at 11:30 a.m. and your name is in red, then you can expect to do stacks work from 11:30 till 12 noon

62. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 62/63 #13. Be attentive While at the Service Desk, be attentive to the research needs of those who come to the desk Studying, reading, computer use, or other activities are secondary to your main duty of providing service to the public

63. Revised FR 2013-05-10 13:44 EST Created WE 2004-06-24 Lesson 02a. Performance Expectations for Employees / Bringing Learners and Library Skills Together Copyright © 2003-2013 by A. David Roth | Evansdale Library, West Virginia University 63/63 Since this is roughly the midpoint of a long but important lesson, it is a good place to stop momentarily and have a break Then come back and continue immediately with Lesson 02b, point #14