Give Our Library Student Workers a Give Our Library Student Workers a

Chance to Voice Their OpinionsChance to Voice Their Opinions

Zheng Ye (Lan) YangZheng Ye (Lan) YangDirector of Direct ServicesDirector of Direct Services

Texas A&M University LibraryTexas A&M University Library

Every work day…Every work day…

800 interlibrary loan and in-house document delivery 800 interlibrary loan and in-house document delivery requests are processedrequests are processed

Lending request turnaround time is 24 hoursLending request turnaround time is 24 hours Borrowing request turnaround time is 5 business Borrowing request turnaround time is 5 business

days, in generaldays, in general In-house document delivery request turnaround time In-house document delivery request turnaround time

is less than 72 hours for most itemsis less than 72 hours for most items

Academic Library DepartmentAcademic Library Department

Student Workers Student Workers are an indispensable are an indispensable component of the component of the library operationslibrary operations

The purpose of this paper is to The purpose of this paper is to find out…find out…

how the students perceive their library jobs how the students perceive their library jobs the working environment the working environment the work ethic of staff and students around themthe work ethic of staff and students around them how well students communicate with their how well students communicate with their

supervisors supervisors what training method is most preferred by the student what training method is most preferred by the student

workers workers what motivates the students to do a good job what motivates the students to do a good job what most often triggers their resignation from the what most often triggers their resignation from the

library library

MethodologyMethodology

The author distributed a survey in the fall The author distributed a survey in the fall semester of 2005 to all nineteen semester of 2005 to all nineteen currently employed student assistants in currently employed student assistants in ILS ILS

The response rate was one hundred The response rate was one hundred percent. percent.

ResultsResults

Among nineteen student workers currently employed Among nineteen student workers currently employed by the ILS by the ILS

ten ten (52.6%)(52.6%) have been working in the ILS for less have been working in the ILS for less than one yearthan one year

three three (15.8%)(15.8%) have been with ILS for over one year have been with ILS for over one year two two (10.5%)(10.5%) for two years for two years three three (15.8%)(15.8%) for three years for three years one student one student (5.3%)(5.3%) has been with ILS for her entire has been with ILS for her entire

four-year college careerfour-year college career

ILS Has 264 Hours Per ILS Has 264 Hours Per Week of Student HelpWeek of Student Help

Two student workers (30.5 hrs/wk) work in the Two student workers (30.5 hrs/wk) work in the borrowing unitborrowing unit

Six (92.5 hrs/wk) in the lending unit, and eleven (141 Six (92.5 hrs/wk) in the lending unit, and eleven (141 hrs/wk) in document delivery hrs/wk) in document delivery

Five students found the job in the ILS strictly through Five students found the job in the ILS strictly through searching the website of searching the website of Jobs for AggiesJobs for Aggies

The rest were recommended by friends who already The rest were recommended by friends who already

worked in ILS.worked in ILS.

Student Handbook?Student Handbook?

The majority (84.2%) of students were not in favor of The majority (84.2%) of students were not in favor of having a Handbook of Student’s Rules, sixteen of the having a Handbook of Student’s Rules, sixteen of the students stated they would not read the handbook students stated they would not read the handbook

Job KnowledgeJob Knowledge Sixteen Sixteen (84.2%)(84.2%) stated they learned the job through stated they learned the job through

their supervisors’ thorough trainingtheir supervisors’ thorough training Three Three (15.8%)(15.8%) didn’t think that their supervisor didn’t think that their supervisor

trained them thoroughly trained them thoroughly Fewer than half Fewer than half (47.4%)(47.4%) the students would like to the students would like to

have a student training manual as a reference guide have a student training manual as a reference guide that details the step by step process of the work that details the step by step process of the work

Ten students Ten students (52.6%)(52.6%) liked the idea of having a library liked the idea of having a library tour as part of their training to gain overall knowledge tour as part of their training to gain overall knowledge of the TAMU Libraries’ operationof the TAMU Libraries’ operation

Nine (47.4%) didn’t believe the tour would be helpful Nine (47.4%) didn’t believe the tour would be helpful in doing their jobs in doing their jobs

Job AssignmentJob Assignment

Only one student Only one student (5.3%)(5.3%) deemed that the daily job deemed that the daily job assignment was too much, the rest assignment was too much, the rest (94.7%)(94.7%) all all regarded their job assignments as adequateregarded their job assignments as adequate

When reporting to work, nine When reporting to work, nine (47.4%)(47.4%) student student workers prefer to be assigned a specific task workers prefer to be assigned a specific task

Five Five (26.3%)(26.3%) students prefer to decide how many students prefer to decide how many requests that they could process on that day requests that they could process on that day

As a student, how hard do you As a student, how hard do you work?work?

Fifteen students Fifteen students (78.9%)(78.9%) felt that they worked as hard felt that they worked as hard as their fellow student workers as their fellow student workers

Three Three (15.8%)(15.8%) considered themselves hard workers considered themselves hard workers than their fellow studentsthan their fellow students

One One (5.3%)(5.3%) modestly recognized his peers worked modestly recognized his peers worked harder than he did.harder than he did.

Eleven students Eleven students (57.9%)(57.9%) perceived that they worked perceived that they worked as hard as their supervisorsas hard as their supervisors

While eight While eight (42.1%)(42.1%) regarded their supervisors as regarded their supervisors as working harder than they did.working harder than they did.

None of the students felt that they worked harder than None of the students felt that they worked harder than the staff members in ILS the staff members in ILS

Are you informed?Are you informed?

Only two (10.5%) didn’t feel that the supervisor kept Only two (10.5%) didn’t feel that the supervisor kept them informed about any changes in the procedures, them informed about any changes in the procedures, workflow, and tips.workflow, and tips.

Can we talk?Can we talk?

Thirteen Thirteen (68.4%)(68.4%) felt free to voice their felt free to voice their frustrations/concerns to their supervisorsfrustrations/concerns to their supervisors

Six felt intimidated by their supervisorsSix felt intimidated by their supervisors

Two students Two students (10.5%)(10.5%) indicated that the supervisor indicated that the supervisor did not treat them with respect, but all nineteen did not treat them with respect, but all nineteen students concurred that other staff members in the students concurred that other staff members in the ILS treated them respectfullyILS treated them respectfully

Getting Information To StudentsGetting Information To Students When supervisors offer feedback, the majority When supervisors offer feedback, the majority (sixteen, (sixteen,

84.2%)84.2%) prefer that the supervisor talks to them in person prefer that the supervisor talks to them in person Two Two (10.5%)(10.5%) prefer email prefer email One One (5.3%)(5.3%) prefers notes/announcements/tips to be posted prefers notes/announcements/tips to be posted

in a central location for everyone to read in a central location for everyone to read The majority The majority (fourteen, 73.7%)(fourteen, 73.7%) would rather have timely would rather have timely

feedback if their work does not meet expectations than be feedback if their work does not meet expectations than be evaluated by their supervisors at the end of each semester evaluated by their supervisors at the end of each semester

A bit over half A bit over half (ten, 52.6%)(ten, 52.6%) students liked the idea of students liked the idea of having a meeting with all ILS students at the beginning of having a meeting with all ILS students at the beginning of each semester, to be better informed about expectations, each semester, to be better informed about expectations, rules and regulationsrules and regulations

Nine Nine (47.4%)(47.4%) didn’t think that necessary to have a meeting didn’t think that necessary to have a meeting

What Motives To Do A Good What Motives To Do A Good Job?Job?

Seven Seven (36.8%)(36.8%) believed: “I made a commitment, and believed: “I made a commitment, and I would like to carry it through” I would like to carry it through”

Six Six (31.6%)(31.6%) thought: “a sense of accomplishment in a thought: “a sense of accomplishment in a job well done” job well done”

Three Three (15.8%)(15.8%) felt: “everyone works hard in the ILS, felt: “everyone works hard in the ILS, and I want to contribute” and I want to contribute”

Two Two (10.5%)(10.5%) chose: “I feel appreciated” chose: “I feel appreciated” One One (5.3%)(5.3%) selected: “my supervisor sets a role selected: “my supervisor sets a role

model for me.”model for me.”

RaisesRaises

Fifteen Fifteen (79.0%)(79.0%) agreed that they were fairly rewarded agreed that they were fairly rewarded with pay raises based on their performancewith pay raises based on their performance

Two Two (10.5%)(10.5%) did not agree they were fairly rewarded did not agree they were fairly rewarded

Two Two (10.5%)(10.5%) had not yet received raises. had not yet received raises.

Reasons Students Chose to Work Reasons Students Chose to Work At ILSAt ILS

Eight Eight (42.0%)(42.0%) responded “learning to balance my responded “learning to balance my time between work and studies”time between work and studies”

Four Four (21.1%)(21.1%) chose “purely to earn money” chose “purely to earn money”

Four Four (21.1%)(21.1%) selected “training myself to be a selected “training myself to be a responsible person”responsible person”

Three Three (15.8%)(15.8%) indicated “gaining some work indicated “gaining some work experience.” experience.”

Are You Happy Working At ILS?Are You Happy Working At ILS?

More than three fourths More than three fourths (16)(16) of our student of our student employees are happy working in the ILSemployees are happy working in the ILS

Three Three (15.8%)(15.8%) indicated that they are somewhat indicated that they are somewhat happyhappy

None chose “I am not happy working in the ILS, but I None chose “I am not happy working in the ILS, but I need to earn money.” need to earn money.”

Why Would You Quit?Why Would You Quit?

““the pay is too low” the pay is too low” (chosen by eight students, (chosen by eight students, 42.1%)42.1%) was the trigger which would prompt most of was the trigger which would prompt most of our students to quit the library job our students to quit the library job

““the job is too boring” the job is too boring” (three, 15.8%)(three, 15.8%) ““I am not treated well” I am not treated well” ( three, 15.8%)( three, 15.8%) ““the job is too tiring” the job is too tiring” (two, 10.5%)(two, 10.5%) ““I don’t get along with my supervisor” I don’t get along with my supervisor” (two, 10.5%)(two, 10.5%) ““the working atmosphere is not good” the working atmosphere is not good” (one, 5.3%)(one, 5.3%) None chose “the work distribution is not fair” or “I None chose “the work distribution is not fair” or “I

don’t like the people.”don’t like the people.”

RecommendationsRecommendations

All our nineteen students would recommend a friend All our nineteen students would recommend a friend to work in the ILS if there were a vacancy to work in the ILS if there were a vacancy

Would You Work in a LibraryWould You Work in a Library After Graduation? After Graduation?

Two Two (10.5%)(10.5%) gave a positive “yes” gave a positive “yes”

Seven Seven (36.9%)(36.9%) firmly discarded the option firmly discarded the option

Ten Ten (52.6%)(52.6%) thought “maybe”. thought “maybe”.

ConclusionsConclusions Student workers at the Texas A&M Student workers at the Texas A&M

University Libraries’ Interlibrary Services University Libraries’ Interlibrary Services feel very positive about the work environment feel very positive about the work environment

They perceive that everyone in the They perceive that everyone in the department works hard to achieve the department works hard to achieve the mission of the TAMU Libraries which is to mission of the TAMU Libraries which is to provide superior service and expedite provide superior service and expedite requests to the patrons requests to the patrons

Student workers and their supervisors Student workers and their supervisors maintain good working relationships maintain good working relationships

Low pay is considered to be the number one Low pay is considered to be the number one trigger to force student workers to quit the trigger to force student workers to quit the library joblibrary job

Respect and appreciation go both ways, only Respect and appreciation go both ways, only when we treat our students well can we hope when we treat our students well can we hope to retain them for as long as possible with to retain them for as long as possible with good performance and high productivity good performance and high productivity

Students’ Comments of the SurveyStudents’ Comments of the Survey

““Thank you for taking the time to take the student Thank you for taking the time to take the student workers’ opinions on the work environment. I workers’ opinions on the work environment. I believe this is truly a positive step in the right believe this is truly a positive step in the right direction!” direction!”

““Thank you for always making us feel respected and Thank you for always making us feel respected and appreciated!” appreciated!”

Thank you!Thank you!