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We're All in it Together: Cross-Training and Rotating Task Schedules in Resource Sharing
 

We're All in it Together: Cross-Training and Rotating Task Schedules in Resource Sharing

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When David Ketchum arrived at the University of Oregon Libraries in February 2012 as the new Resource Sharing Librarian, there was a clear distinction between “Lenders” and “Borrowers” in ILL. ...

When David Ketchum arrived at the University of Oregon Libraries in February 2012 as the new Resource Sharing Librarian, there was a clear distinction between “Lenders” and “Borrowers” in ILL. In this session David will cover some benefits of cross-training in ILL and share how a cross-training program and rotating task schedule was developed in his department that has transcended this legacy model and helped foster a more efficient, collaborative learning environment. Presentation by David Ketchum

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    We're All in it Together: Cross-Training and Rotating Task Schedules in Resource Sharing We're All in it Together: Cross-Training and Rotating Task Schedules in Resource Sharing Presentation Transcript

    • David Ketchum | dketchum@uoregon.edu Resource Sharing Librarian The University of Oregon Libraries
    • More complete understanding of the entire ILL process
    • More complete understanding of the entire ILL process Better recognize priorities & fill in for others
    • More complete understanding of the entire ILL process Better recognize priorities & fill in for others Provide better customer service
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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 17% of Lending Tasks Competent or proficient in 64% of Borrowing tasks Competent or proficient in 50% of all ILL-related tasks
    • 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
    • 41% 100% 50% 45% 82% 50% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% S1 S2 S3 S4 S5 Median Median level of competence/proficiency in the unit = 50%
    • • 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 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
    • • 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
    • • 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 • 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
    • 41% 100% 50% 45% 82% 50% 95% 100% 91% 68% 95% 95% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% S1 S2 S3 S4 S5 Median 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%
    • 0 200 400 600 800 1000 1200 1400 December2009 January2010 February2010 March2010 April2010 May2010 June2010 July2010 August2010 September2010 October2010 November2010 December2010 January2011 February2011 March2011 April2011 May2011 June2011 July2011 August2011 September2011 October2011 November2011 December2011 January2012 February2012 March2012 April2012 May2012 June2012 July2012 August2012 September2012 October2012 November2012 December2012 January2013 February2013 March2013 April2013 May2013 June2013 July2013 August2013 Average Processing Delay Time (Minutes)
    • 0 50 100 150 200 250 300 Average Processing Delay Time (Minutes)
    • “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.”
    • “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.”
    • David Ketchum | dketchum@uoregon.edu Resource Sharing Librarian The University of Oregon Libraries