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Work Study Quick Reference: Evaluations

Information necessary for library work study students, including information on ongoing tasks, new programs, and reminders for ongoing processes.

Evaluation Form

Evaluation Rubric

Quality of Work

Needs Improvement Good Superior
Does not follow directions, policies, or guidelines given. May require additional retraining. Typically follows directions, policies, and/or guidelines. May require retraining in a particular area. Follows all directions, policies, and/or guidelines. No additional retraining required. 
Work that is claimed to be complete is typically not or missing substantial pieces. Overlooks or forgets details. Work is characterized by frequent inaccuracy. Work that is claimed to be complete is usually completed satisfactorily. Most details are addressed. Work is characterized by a good level of accuracy. Work that is claimed to be complete is excellently done. No details are missed. Work is characterized by extreme accuracy.
Does not stay on task. Does not complete work without prompting. Often distracted by non-work related matters. Typically stays on task well. Completes most work without prompting. Occasionally distracted by non-work related matters. Always stays on task. Completes all work without prompting. Not distracted by non-work related matters.

 

Communication / Interaction

Needs Improvement Good Superior
Provide directions or instructions that patrons have difficulty following. Treats patron questions as an inconvenience or interruption. Provides directions/instructions that patrons can follow. Most patron questions are welcomed. Provides excellent directions/instructions that patrons can follow. Follows up with patrons to ensure needs were met.
Does not communicate with other student staff members when working in the library or shift changes. Fails to notify staff in a timely fashion for covering shift(s). Communicates clearly with other student staff members when working in the library or shift changes. Typically gives adequate time/notification to cover shift.  Communicates clearly with other student staff members when working in the library or shift changes. Typically gives adequate time/notification to cover shift. Instructions leave no doubt or confusion; help to clarify/shed light on a particular situation.
Fails to notify or inform library staff of issues related to library operations. Leaves notes/emails for other staff/librarians. May require follow up for clarification. Leaves detailed notes/emails for staff/librarians. Requires no follow up for clarification.

 

Dependability

Needs Improvement Good Superior
Is often late or leaves early for unnecessary reasons. Calls out on a regular basis with no one lined up to take their spot. Forgets to come in when taking another student's shfit. Arrives on time. Rarely calls out of work. Schedules replacements in advance of absence. Does not abandon post. Arrives five minutes prior to starting. Never calls out (other than legitimate emergencies). Schedules replacements well in advance and communicates such to librarians.
Rarely covers shifts for others. Covers shifts for others when convenient. Covers shifts for other students staff as they need.
Frequently works on own reading/homework/projects when on the library clock. Does not accomplish much library work during shift.  Rarely works on own reading/homework/projects when on the library clock. Typically accomplishes most to all library work during shift. Avoids working on own reading/homework/projects when on the library clock. Accomplishes all library work during shift.

 

Initiative

Needs Improvement Good Superior
Occasionally follows through in assigned tasks. Occasionally follows suggested improvements. Typically follows through with assigned tasks. Typically follows suggested improvements. Always follows through with assigned tasks. Always follows suggested improvements.
When asked, with adequate time to think/prepare, unable to contribute ideas for library growth, adjustment, or improvement. When asked, with adequate time to prepare/think, contributes ideas to staff for library growth, adjustment, or improvement. Contributes unsolicited ideas to staff for library growth, adjustment, or improvement.
Rarely asks questions to clarify difficult or unclear job assignments. Usually asks good questions to clarify difficult or unclear job assignments. Always asks intelligent questions to clarify difficult or unclear job assignments.
Does not take any initiative in looking for additional work/tasks. Generally takes initiative in finding work to do when required tasks are completed. Occasionally will ask librarian for additional tasks. Actively keeps oneself involved with library tasks. Is able to locate needed and necessary things to do. Asks librarians for additional tasks.

 

Attitude

Needs Improvement Good  Superior
Treats patron interactions as an interruption. Treats patron interactions as part of the job routine. Treats patron interactions as an opportunity to be useful.
Some interactions with coworkers, patrons are characterized by disrespect and lack of courtesy. Interactions with coworkers, patrons are typically characterized by respect and courtesy. Interactions with coworkers, patrons are characterized by respect and courtesy regardless of the individual or his/her attitude.
Evidences a negative attitude toward assigned tasks. Personal issues or external circumstances consistently distract from work performance. Exhibits a positive attitude toward assigned tasks. Personal issues or external circumstances rarely distract from work performance. Exhibits a positive attitude toward assigned tasks. Personal issues or external circumstances do not distract from work performance.

 

Customer Service

Needs Improvement Good Superior
Does not respond to patron requests in a prompt fashion. Sends users to areas rather than conducting or accompanying them.  Respond to patron requests in a prompt fashion. Takes users to their requested areas. Seeks out patrons to assist in the library and ensures user's information need is satisfied.
Rarely knows the answer. Struggles to remember where to locate information. Painful to watch when answering questions. Has a good grasp of where things are located in the library. Can locate some things by memory. If unsure knows where to look, knows who to ask. Has an excellent grasp on where general areas are located in the library. Can locate many things by memory (i.e. pertinent research guides). Knows exactly where or who to look/contact when needed.
Has very little confidence in answers due to lack of preparation. Generally well-prepared and typically projects confidence in answering questions. Excellently prepared. Answers questions correctly and without second-guessing.