Developing Support Skills in Student Workers
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Presented at the NERCOMP PDO "Better, Faster, Stronger: Training Student Workers for your Service Desk" in Norwood, MA on November 13, 2015. Topics include initial and ongoing development and evaluation strategies for managers who oversee student workers.
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Developing Support Skills in Student Workers
- 1. Developing Support Skills in Student Workers
- 2. Speaker Jeremy Anderson Manager of Academic Computing American International College
- 3. Objectives Challenges AIC faces Our model Initial development strategies Ongoing development strategies
- 4. Who are you? How many years of experience managing students? • 1-2 • 2-5 • 5+ How many student workers? • 1-5 • 5-15 • 15+ What functional area?
- 5. About AIC Founded 1885 Springfield, MA Private, non-profit High access Small Top 20 growth
- 6. AIC IT Help Desk Academic Computing ___________________ Administrative Computing Network & Systems Project Management
- 7. Academic Computing Ed tech & Instructional design Classroom tech & Campus events Equipment loans 2 staff, 12 students, 1 manager M-F, 7:30-10:30, Saturday as needed
- 8. Challenges
- 9. Portfolio – It’s heavy
- 10. Staffing Staffing – It’s still heavy!
- 15. Step 1 Define Outcomes & Hierarchy
- 16. Hierarchy Manager, Academic Computing Instructional Designer/Tech Director, Media Services Senior GA GA Team Work Study Team
- 17. Student Skills Inventory Hard Skills • Audio setups • Projector setups • Troubleshoot classrooms • Troubleshoot meeting spaces • Troubleshoot LMS Soft Skills • Communication • Teamwork • Accuracy • Customer service • Time management
- 18. GA Skills Inventory Hard Skills • Audio setups • Projector setups • Troubleshoot classrooms • Troubleshoot meeting spaces • Troubleshoot LMS & ed tech Soft Skills • Communication • Leadership & training • Delegation • Customer service • Time management
- 20. Beginning Junior Tech Developing Technologist Mastery Senior Tech Experience Under 1 year experience in department 1+ year of experience in department 2+ years of experience in department Independence Complete job functions with much supervision Complete job functions with some supervision Complete job functions with minimal supervision Tech Skill Level Able to perform some technology skills Able to perform most technology skills Able to perform all technology skills Soft Skill Level Able to perform some soft skills Able to perform most soft skills Able to perform all soft skills
- 23. Overarching principles Keep them active Teach the hard skills Engage the hard skills Discuss, model, apply soft skills
- 24. Day 1 Icebreaker Opening remarks Departmental Handbook IT Tour _______________________________ Classroom tech & Campus tour LMS basics Large event spaces, part 1 Debrief
- 25. Day 2 Icebreaker Basic audio equipment Advanced audio equipment Case Studies from the Field _______________________________ LMS certification Video equipment Large event spaces, part 2 Debrief
- 26. What I learned: I learned more about the ‘family’ (the department)” Senior GA I learned how to communicate and assist professors and students” Work Study I learned a lot about Blackboard, especially because I didn’t use it in my classes” GA “ “ “
- 27. My Challenges/Question: Can we do surveys at our monthly check-ins to make sure that everyone has an idea of consensus?” Senior GA I want to learn more about the theater audio tech to be more prepared.” Work Study I had trouble reading and solving Blackboard ‘word problems.’” GA “ “ “
- 29. All-hands
Editor's Notes
- Founded in 1885 1,492 undergraduates and 1,650 graduates in Bachelor’s, Master’s and Doctoral Programs Over 35 UG programs and about 15 grad programs About 100 full-time and 300 part-time faculty
- Help Desk All tier 1, desktop & laptop computer management and support 2 techs, 5 student workers, 1 manager Academic Computing Tier 1b and Tier 2 ed tech, online learning classroom tech, campus events equipment loans 2 staff, 12 student workers (5 GAs, 7 students), 1 manager
- Help Desk All tier 1, desktop & laptop computer management and support 2 techs, 5 student workers, 1 manager Academic Computing Tier 1b and Tier 2 ed tech, online learning classroom tech, campus events equipment loans 2 staff, 12 student workers (5 GAs, 7 students), 1 manager
- LMS scaling Distance learning Tool adoptions Classroom & campus technology LMS from 4% to 82.5% Distance learning enrollments from 300 to 700 22 new courses across 5 programs Tool adoptions – lecture/screen capture, clickers, live meetings Classroom technology from 65% to 80% 4 separate “standards” > collapsing into 1
- Staff focused on projects ID, campus space redesign Reallocation in Academic Computing Media Specialist > ID/T = less dedicated media support AS A RESULT Students as frontline
- Consistency Of knowledge – what is what Of skills – how does it work Of support – how can I support users Escalation Hand-offs between HD and AC, and internal escalation in AC Knowing when you can/cannot support the client Passing tickets appropriately
- Consistency Escalation
- The teacher and instructional designer in me looked at these issues as an instructional cycle First step was to define what we wanted the students to do, then… How will students learn these skills? How will we measure and encourage growth?
- We saw the need for both tech skills and soft skills: Hard skills – technology proficiency and independence (we have a lot to support) Soft skills – teamwork, customer support, time management (we have to interface with our team and our clients)
- A hierarchy was necessary to start to delineate responsibilities Senior GA – leads the GAs holds monthly meetings collects feedback coordinates schedule GAs – shift leaders Undergrads / “work study”
- Our undergrads are “Technologists” – they know the technology and can support it Soft skills are mainly about working as a team, managing own time, etc.
- We view our GAs as leaders “Instructional Technologists” – not only do they know the tech and soft skills, they can teach & model them Additional Tech Skills Panopto, BigBlueButton, clickers Higher order soft skills working as a team >> leading a team: managing events, overseeing ticket system & client relations, etc. accuracy to next level: delegating tasks and confirming successful completion Know the tech, but can also train and develop others in its use
- Tech skills and soft skills are a checklist under the matrix GA matrix and checklist is slightly different to emphasize leadership and training dimension
- Two days leading up to the start of the semester
- Morning: get to know each other, department, and IT Icebreaker – what color are you? Opening remarks – department org, new employment matrix, skills list, etc. Handbook – read and quiz, apply idea of soft skills in case studies IT Tour – questionnaire for IT departments Afternoon: Get rolling on the basics Large event spaces – needed multiple visits to most complex spaces Debrief – a general “how are you feeling, what questions?”
- Morning: learning event setups Icebreaker – what’s the weirdest thing about you? Setups – demo first, then break into groups and do Case studies SOFT – pulled event emails, phone messages, etc. and had them discuss/address Afternoon: Advanced stuff Bb cert – based on OL instructor and student cert/orientation tech tracks Case studies – Bb & related tech emails, help tickets, walk-ins Large event spaces – dig into higher level tech in most intensive spaces Debrief – 3-2-1 used to drive our first round of ongoing development
- Reported learning a mix of technical and soft skills
- A mix of tech and soft skills, but heavy on the tech
- Once a month Address an issue from the last month Could be actual challenge Could be hypotheticals around a skill we want to develop Engage discussions through cases or prompts: what would you do? Ask for feedback – based on feedback from senior GA
- Monthly After the all-hands Based on performance matrix Go through skills check list Set a monthly goal – small, measurable, incremental Report out to the group when someone moves up a level