How often are you scheduled on the Information Desk per week?
| Davis |
|
Porter |
| 3 scheduled for 1-3 hours |
8 scheduled for 1-3 hours |
| 4 scheduled for 4-5 hours |
3 scheduled for 4-5 hours |
| 5 scheduled for more than 5 hours |
5 scheduled for more than 5 hours |
Did you like deciding how to share the roving responsibility?
| Davis |
|
Porter |
| 11 liked it |
13 liked it |
| 1 didn't like it |
2 didn't like it; 2, no opinion |
If no, how do you suggest the roving schedule be created?
Davis
- People slotted into given hours, with the option of alterations at the
time.
Porter
- I would like to see it defined so no one person does extra. It should
be part of the schedule.
- It should be scheduled.
-
a) Was the stats form easy to use?
| Davis |
|
Porter |
| 12, yes |
16, yes |
If no, how would you improve it?
Davis
- Definitely use coloured paper. Davis used white and it caused some confusion.
Porter
b) Was the form comprehensive enough?
| Davis |
|
Porter |
| 12, yes |
13, yes, 1 no |
If no, what additional items would you have liked to record?
Porter
-
Number of public workstations unavailable during shift? - Notes about
slow response time for specific web resources? during shifts - noting
"computer problem" doesn't clarify times & frequency of
response problems for individual products?
-
It was not pleasant when it got busy.
-
We didn't record how many people we approached who didn't want/need
help.
Was the layout of the floor conducive to roving?
| Davis |
|
Porter |
| 10, yes, 2 mixed |
11 yes, 5 no |
If no, what were the barriers?
Davis
- Some tables difficult to get between when terminals occupied.
- Rows are too close together in one area, otherwise layout is okay given
the space we have.
- It is difficult to see the Information Desk from the Hollinger area.
Porter
- PCs too close together and aisles too narrow. It seemed like pacing.
- I often missed the alcove.
- Wide area to cover. Patrons not always aware there is a rover. If the
rover is helping another patron or is not visible the patron then come
to the desk and stands in a line up. Encyclopaedia and quick reference
shelf block vision of desk and patrons.
- All the workstations are not within sight of the desk except for one.
This means you cannot respond to a need or a signal if you are at the
desk.
- Hollinger work stations tucked away.
- You sometimes felt you were imposing by your presence.
Generally during an hour of roving, how often did you return to the
desk
(a) because of line-ups?
| Davis |
|
Porter |
| 3 never |
3 never |
| 4 1-3 times |
1-3 times |
| 3 more than 4 times |
4 more than 4 times |
Porter
- During busy shifts - not always
- students are used to come to the desk with their queries
(b) because students did not require your help?
| Davis |
|
Porter |
| 0 never |
1 never |
| 7 1-3 times |
10 1-3 times |
| 5 more than 4 times |
4 more than 4 times |
Porter
- I stayed on patrol for entire shift - but would take questions at Desk
if necessary
- One of 2 - extremes seemed to occur - either it was really busy and
both staff were at the desk OR it was quiet (or very little turnover in
patrons) and both staff were at the desk.
While on the Information Desk, describe your experience while the
rover was away?
Davis
- It was fine. The students hardly ever needed help. So the desk was most
often double staffed.
- Usually I was able to handle the desk load although sometimes students
were lined up.
- Normal, there were no changes, I did no feel overwhelm with questions
- No problem, the rover was not away for a long period of time
- Sometimes short line up or ringing phone left unanswered
- No problem encountered
- There were a few line-ups, had to call for help
- Students at the desk waited longer or just left line up.
- I had no difficulties. It was more often that the rover was at the desk
than in the OPAC area.
- Generally few problems.
- No problems.
- Normal!
Porter
- No difference really. Desk mates seemed to be away no more often.
- It can get very busy for one person particularly if the rover never
looks back!!
- Roving during busy times may put more stress on the person left at the
desk.
- When the volume of patrons was low things went fairly smoothly. During
busier times I found it difficult to co-ordinate where I should be - people
come to the desk who require help at the public computers. When at the
computers other users approached me for help. Should I say sorry the rover
will help when she is free and go back to the desk and help the next patron
in line or should I stay and answer questions at the computer? Who has
priority?
- Okay
- I always managed because it was never really busy
- No problems.
- Similar to being on evening desk - no one to consult with for help with
questions on the spot - no one help with line ups while you were engaged
with individual questions
- it was not pleasant when it got busy.
- as usual, I was only on the desk for 1 hour and it was a quiet time.
- N/A I am only on the desk for 1 hour and roved during that time. Desk
partner had a 2 hr. shift.
- A couple of times I felt abandoned and inundated by patrons, but for
the most part things went according to plan.
- Most of the time I can handle the flow of inquiry. However, if, as often
the case, it is too busy, I would not hesitate to ask the rover for help.
- I was taking patrons to a workstation to get them started, so I was
moving around as well.
- very busy at times.
- It was much easier handling the work at the desk if someone was taking
care of people at the terminals.
As a result of your experience with roving, please respond to the
following statements:
(a) Roving enables you to help students more effectively at point
of use.
| Davis |
|
Porter |
| 1-1 chose this |
1-2 chose this |
| 2-2 |
2-2 |
| 3-2 |
3-3 |
| 4-4 |
4-2 |
| 5-3 |
5-7 |
Porter - you can help students at point of use without roving - just take
them to a workstation (as opposed to showing them at the desk)
(b) It is easier to diagnose a question at a workstation...
| Davis |
|
Porter |
| 1-1 chose this |
1-1 chose this |
| 2-0 |
2-1 |
| 3-2 |
3-2 |
| 4-5 |
4-5 |
| 5-4 |
5-7 |
(c) While roving, you are able to help students who would not have
left...
| Davis |
|
Porter |
| 1-0 chose this |
1-1 chose this |
| 2-3 |
2-2 |
| 3-3 |
3-2 |
| 4-3 |
4-5 |
| 5-2 |
5-5 |
Porter - no idea - we didn't collect this information
(d) Roving helps to identify hardware or software problems...
| Davis |
|
Porter |
| 1-0 chose this |
1-1 chose this |
| 2-5 |
2-2 |
| 3-0 |
3-2 |
| 4-4 |
4-6 |
| 5-3 |
5-5 |
Porter - I restarted workstations on many occasions.
Describe one strategy for approaching users that worked for you.
Davis
- None
- Approach was one of concern "Are you finding what you need"
- Asking if they were happy with their findings
- Asked if they were finding everything they needed.
- Just by observing our users search strategies and trying to identify those
who might be having problems.
- I always ask in a casual manner, "Hello, are you finding what you
need? Do you need any help today?"
- "Are you finding what you're looking for?"
- Sorry unable to provide a strategy.
- Ask one user if they "finding what they're after", and others
(happened twice) might ask for help.
Porter
- Some responses were so discouraging, I became increasingly reluctant to
approach users.
- Talk a little loudly when helping the first person to get the attention
of others. Take rounds. Keep your eye on the information desk.
- Generally did not approach patrons unless they looked like they needed
help. Said "Can I be of help finding the information you require."
- Do you find what you want? (with a friendly smile, of course)
- Being as casual and as unobtrusive as possible helped. Keep users at ease.
Once I started helping one person others invariably asked for help.
- Not demonstrating at the desk but going back with the patron to the workstation
area.
- Asking directly at random - "are you finding what you need?"
- Just being there. If help was needed - students would ask for it. The
button was a good ad.
- Asked them if they were finding what they wanted.
- I ask the question - Are you finding what you need or expect to find?
Tone of voice and a smile! Bypass those cruising the net or on sights that
are not academic - judgment call.
- If people were working around, I'd smile at them - then by the time I
got close to their workstation, many would ask/approach me for help.
- Identify the user has problem, such as constantly switching databases,
or seemingly lost, then approach the user to offer my help.
- I tried not to look over their shoulder, so I would address them once
I was standing beside them. "Are you finding what you need?" -
still got some incredulous looks.
- None
- If someone used an inappropriate search method I would ask them their
topic and suggest and aid them in a different method.
In your opinion is special training needed...?
| Davis |
|
Porter |
| 7 yes |
8 yes |
| 5 no |
4 no |
| 1 no answer |
3 no answer |
How to approach users
Specific Strategies
Other
Porter
- I think users have the right and responsibility to seek assistance on
their own terms. Our responsibility is to provide an approachable service.
- "When to approach users" - not everyone wants help and it
is easy to go from helpful to annoying. When you change rovers every 1/2
hours you are not sure who was previously approached.
- I think an information exchange session would be useful to discover
what others do that work - nothing major - part of a ISR meeting perhaps.
- Where to be when - torn between Ref desk and workstations - who has
priority?
- I think it would be useful to have a discussion about strategies people
find successful - an informal discussion rather than a formal training
session
Describe any new insights that you may have gained into how users
actually use our web pages (i.e. electronic resources, TRELLIS) for research?
Davis
- I learned how complicated finding articles is for new users.
- Many library users were not using the lib.web pages - would it be possible
to get statistics? - When helping others use the internet I always get
them to start at our library webpage because of the way it is organized.
Porter
- Rovers are in a position to observe users' problems more often. But
this isn't really a new insight. We already know that there are many users
lacking basic literary skills.
- I found a student struggling to find data. I assumed all such users
would contact me or Susan directly.
- Patrons seem to use the Web pages efficiently. There is a lot of confusion
on process (i.e. how to get to the journal index they need, which one
should they use) and how to actually get the material they want. i.e.
TRELLIS interpretation, TUGdoc, Holds, Recalls, etc.
- Some people still don't know that TRELLIS is a separate tool from a
journal index - despite the layout of the main home page.
- Patrons easily put off if first search is not successful.
- Observed more people than I expected using "keyword any where"
search made in TRELLIS
- mostly for research.
- Most people I helped were in the right place but had been working for
a while and weren't finding what they needed - a more difficult question
than just helping someone get started on their research.
- Sometimes attempts are made to search TRELLIS when another index would
be more appropriate.
Any other comments?
Davis
- I don't believe a formal roving strategy is needed. I believe it can
be done informally either by taking a student who comes to the desk out
to a terminal when required (whether they are originally on one or not)
or informally doing roving as needed. Roving could be incorporated into
the general Reference Strategy.
- It is not always easy for the person roving to get back to the desk
to help with the line up, if they are in the middle of a transaction.
- Those students who received help appreciated the assistance but I am
uncertain how comfortable other students were in having staff members
keeping an eye on their screens, and this might be reason why I am not
comfortable approaching out students.
- At first I was hesitant about approaching users at the workstation but
as time passed, I became more comfortable with it. I found it very worthwhile
helping those I felt would not have come to the desk and those who I know
would have spent a long time on their own trying to use the resources.
- A few patrons left before I reached their workstation! Could be coincidence.
I start to rove, they look up and quickly leave - maybe they found what
they were looking for.
- Very often, students appeared annoyed or confused by my offer for assistance
or by my presence. I rarely stayed away from the desk for more than a
minute or two, as students were fine on their own. Regardless of whether
or not we decide to implement roving regularly, I would still take certain
questions back to student's workstation; or approach users I had helped
early, by way of following-up
Porter
- I think we can find ways of reaching users without peering over their
shoulders (which can embarrass them) and without compromising users' privacy.
I think we have a duty to respect and protect the information seekers
right to privacy. The roving we've been doing requires us to observe users
uninvited, and therefore should be discontinued in its current form. We
should make ourselves more accessible to searchers, perhaps by staffing
a "searching assistance" station situated in the public workstation
area. I think a task force should be struck to investigate further before
any changes are put in place.
- A lot of users were using email. If this project has to be successful,
all staff have to participate equally. Otherwise my fear is it will go
by the wayside.
- Quick Ref and Encyclopedia area is a barrier between desk staff and
users. If these were removed and one staff member faced the computers
I think we would look more open and helpful. As well the desk staff could
better assess when roving appeared to be appropriate.
- At the information desk patrons are on a first come first serve basis.
When at the computers patrons are at the discretion of the rover. The
Rover decides who will be served next.
- Advertising and promotion required. "Ask Me" button does not
say it all. Patrons not sure why we are there - in some cases it could
be for a specific class or course.
- Rovers normally get the patron to the area where they can begin to search
for required information. I find if I show patrons at the information
desk the process for finding their required information and then follow
up with them at the public computers - they usually have questions - but
I think they also learn the process because they have to follow the steps
and they have to think about what they are doing. My feeling is that we
want the user to learn the process and they in turn want to be self-sufficient.
- Suggestion: Integrate "roving" as part of the info desk activities.
Both staff members can wear the "Ask" button, and they can take
turns roving as situation permits.
- I think roving is a useful service for most patrons. I would support
continuing it in some way at peak times.
- In hindsight we should have asked how important information desk staff
feel their presence on the desk is.
- Some users may feel uncomfortable if Desk staff regularly PATROL workstations
and look over their shoulders, even from a distance. Concerns about privacy
- any advice on how to Rove without being too intrusive would be welcome.
- Roving should be voluntary.
- I was only on the desk for 1 hour (4-5) so really don't have any comments.
It was very quiet and few people around each time I was on the desk.
- In theory I think roving makes sense. It was good incentive for me to
take students back to their workstations and guide them through a search,
rather than merely demonstrating the search at the Info. Desk - so that's
a relatively new trick I've learned and will keep on doing. However, when
it got busy, there was absolutely no time to rove formally.
- Although I found formal roving to be only moderately useful, I did try
to take the patron who had come to the desk to a workstation instead of
showing them at the desk. When we are really busy, ideally 3 people should
be on the desk. i.e. we need to be more flexible about the number of people
staffing the desk(s).
- Some patrons felt they could only ask questions of people with "Can
I help you signs".