Post on 05-Dec-2014
description
David Ketchum | dketchum@uoregon.eduResource Sharing LibrarianThe University of Oregon Libraries
We’re All in it Together: Cross-training & Rotating Task Schedules in Resource Sharing
Why Cross-train?
More complete understanding of the entire ILL process
Why Cross-train?
More complete understanding of the entire ILL process
Better recognize priorities & fill in for others
Why Cross-train?
More complete understanding of the entire ILL process
Better recognize priorities & fill in for others
Provide better customer service
Why Cross-train?
More complete understanding of the entire ILL process
Better recognize priorities & fill in for others
Provide better customer service
Offer more comprehensive support for & oversight of student assistants
Why Cross-train?
More complete understanding of the entire ILL process
Better recognize priorities & fill in for others
Provide better customer service
Offer more comprehensive support for & oversight of student assistants
Diversify task assignments & learn new skills
Why Cross-train?
More complete understanding of the entire ILL process
Better recognize priorities & fill in for others
Provide better customer service
Offer more comprehensive support for & oversight of student assistants
Diversify task assignments & learn new skills
Collaborate & team-build
Why Cross-train?
More complete understanding of the entire ILL process
Better recognize priorities & fill in for others
Provide better customer service
Offer more comprehensive support for & oversight of student assistants
Diversify task assignments & learn new skills
Collaborate & team-build
Enhance flexibility
Why Cross-train?
Support the life-cycle of scholarly content
Build the multi-institutional library
Improve the user experience
Support instruction that fosters academic success
Become a learning organization
Advance diversity
UO Libraries Strategic Directions
Why Cross-train?
More complete understanding of the entire ILL process
Better recognize priorities & fill in for others
Provide better customer service
Offer more comprehensive support for & oversight of student assistants
Diversify task assignments & learn new skills
Collaborate & team-build
Enhance flexibility
More balanced workload
Why Cross-train?
More complete understanding of the entire ILL process
Better recognize priorities & fill in for others
Provide better customer service
Offer more comprehensive support for & oversight of student assistants
Diversify task assignments & learn new skills
Collaborate & team-build
Enhance flexibility
More balanced workload
Succession planning
Task Self-assessment
No/Little Experience: I am not comfortable performing this task without further training
Competent: I have the knowledge & skills to perform this task & solve some problems, but I still encounter questions & issues
Proficient: I have advanced knowledge & skills in this task, I can troubleshoot most issues & problems, & I can train others
Task Self-assessment – Lender
Competent or proficient in 100% of Lending Tasks
Competent or proficient in 7% of Borrowing tasks
Competent or proficient in 41% of all ILL-related tasks
Task Self-assessment – Borrower
Competent or proficient in 17% of Lending Tasks
Competent or proficient in 64% of Borrowing tasks
Competent or proficient in 50% of all ILL-related tasks
Task Self-assessment – Cross-Trained
Competent or proficient in 100% of Lending Tasks
Competent or proficient in 71% of Borrowing tasks
Competent or proficient in 82% of all ILL-related tasks
Individual & Median Levels of Competence/Proficiency – Before
S1 S2 S3 S4 S5 Median0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
41%
100%
50%
45%
82%
50%
Median level of competence/proficiency in the unit = 50%
Rotating Task Schedule
Rotating Task Schedule
Task Priority List
Outcomes
Outcomes
Before• Competent or proficient in 100% of Lending tasks• Competent or proficient in 7% of Borrowing tasks• Competent or proficient in 41% of all ILL-related tasks
Outcomes
Before
After
• Competent or proficient in 100% of Lending tasks• Competent or proficient in 7% of Borrowing tasks• Competent or proficient in 41% of all ILL-related tasks
• Competent or proficient in 100% of Lending tasks• Competent or proficient in 93% of Borrowing tasks• Competent or proficient in 95% of all ILL-related tasks
Outcomes
Before• Competent or proficient in 17% of Lending tasks• Competent or proficient in 64% of Borrowing tasks• Competent or proficient in 50% of all ILL-related tasks
Outcomes
Before• Competent or proficient in 17% of Lending tasks• Competent or proficient in 64% of Borrowing tasks• Competent or proficient in 50% of all ILL-related tasks
After• Competent or proficient in 100% of Lending tasks• Competent or proficient in 93% of Borrowing tasks• Competent or proficient in 91% of all ILL-related tasks
Outcomes
S1 S2 S3 S4 S5 Median0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
41%
100%
50%
45%
82%
50%
95%
100%
91%
68%
95% 95%
Level of Competence/Proficiency Before Level of Competence/Proficiency After
Median level of competence/proficiency for the unit (Before) = 50%
Median level of competence/proficiency for the unit (After) = 95%
Combined increase in individual levels of competence/proficiency = 131%
Outcomes
December
2009
Febru
ary 2010
April 2010
June 2010
August
2010
October
2010
December
2010
Febru
ary 2011
April 2011
June 2011
August
2011
October
2011
December
2011
Febru
ary 2012
April 2012
June 2012
August
2012
October
2012
December
2012
Febru
ary 2013
April 2013
June 2013
August
20130
200
400
600
800
1000
1200
1400
Average Processing Delay Time (Minutes)
Outcomes
November
2011
December
2011
January
2012
Febru
ary 2012
March 2012
April 2012
May 2012
June 2012
July 2012
August
2012
Septem
ber 2012
October
2012
November
2012
December
2012
January
2013
Febru
ary 2013
March 2013
April 2013
May 2013
June 2013
July 2013
August
20130
50
100
150
200
250
300
Average Processing Delay Time (Minutes)
Outcomes
“I had a just few tasks before, but I had a deep level of knowledge about those tasks. I was a little bit worried that I wouldn’t be able to develop that depth of knowledge about a wide range of jobs but I was also excited to learn more. I love understanding the whole process or lifecycle of borrowing and lending and learning more about document delivery too. I don’t know how I got by before, knowing only my little piece of the whole picture.”
“I enjoy the variety of work. It keeps things fresh and interesting to have a wider range of tasks than before.”
Outcomes
“I feel like I have more to offer the patrons and my coworkers in terms of being able to field patron questions, help out when coworkers are out of the office, and help student workers with training and troubleshooting.”
“I think we are prepared to start the new school year with better communication than ever before and it is exciting that we are going into this year with more skills and more efficiency.”
“Cross-training has really helped me provide better service to patrons. I often used to get phone calls that I couldn’t answer because I didn’t know anything about lending and I had a lot of gaps in my knowledge about certain aspects of borrowing too. I also felt like I wasn’t as useful to student workers when they had questions because my area of expertise was narrow. I really enjoy helping student workers, patrons, and other libraries more effectively – it gives me a sense of satisfaction and success as well as being a good thing for our overall ability to provide good service.”
Thank You!
David Ketchum | dketchum@uoregon.eduResource Sharing LibrarianThe University of Oregon Libraries
We’re All in it Together: Cross-training & Rotating Task Schedules in Resource Sharing