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Wednesday, August 1, 2012
Tuesday, July 31, 2012
Before the Resident Begins
Assign the resident an orientation buddy.
Orientation buddy
What is a buddy?
A buddy is different from a mentor (which is
discussed in a future section). It would
be good if the buddy were an SPA employee which may give the resident a feel
for the differences and similarities between EPAs and SPAs as well as indicate any hidden barriers that
may exist EPA and SPA employees can be mitigated.
How do we find a buddy?
Explain the roles and
responsibilities of an orientation buddy and solicit volunteers. Try to match the
resident to an SPA employee. Gerald
and/or Kathy B. can choose a buddy from those who volunteered. If no one volunteers or the volunteers are unsuitable for any reasons, such as limited time due to other commitments or work schedules that do not mesh well with the resident's work schedule, ask department heads to suggest employees who would make good buddies.
Roles and responsibilities of a buddy
Discuss the
orientation process with Gerald or Kathy B as well as the supervisor of the
first rotation and agree on how you can best assist the new employee.
There is a list of
useful orientation and HR links included in this document. It would be useful for the buddy to go over them with the
resident during the orientation process.
This may be accomplished by actually pointing out certain areas or
simply making it clear that you are available to answer any questions s/he may
have or to refer him or her to the appropriate person. Keep in mind that for
some HR issues the appropriate campus office is different for EPAs and SPAs so
advising the resident of this and either referring him/her to the correct
office or to Kathy B would be appropriate.
Greet the resident on
his/her first day at work.
The buddy should
conduct the tour of the library scheduled for the resident’s first day. Show
the resident around the EUC and Jackson Library. Show him or her places to eat lunch, get coffee,
snacks, restrooms, etc.
Introduce the resident
to co-workers and colleagues.
Provide verbal
feedback and encouragement to the new employee.
Be a companion.
Offer to sit next to him/her
during meetings both of you are attending.
At least one day during the first week,
probably the first day, the resident will be having lunch with staff from
his/her first rotation but the buddy should also schedule a lunch with the resident. The end of the week or beginning of next week would be good so that the resident can make comments on his/her first week at work, what they are curious about, experiences that confused them, general questions that may have come up, etc..
Provide the new
employee with information on policies, practices, work rules, norms, etc.
associated with UNCG and the University Libraries.
Be available for
questions.
The resident is
likely to have a lot of non-work related questions and not know who to ask. An important role of the buddy is to help socialize the new employee not just
to UNCG but to the area. This does not
mean that you have to give the resident a tour of Greensboro, but at least be
available for questions covering topics such as:
Recommendations for health care
providers in the area
How public transportation works
in the area
Restaurant recommendations
Entertainment venues
Shopping
Monday, July 30, 2012
Throughout First Rotation
Have the resident participate in all aspects of Intern
Training, including the homework (although it will not be graded).
Welcome the "whole person". Tell them about
computer faculty/student discounts for several brands, Cell phone company
discounts such as Verizon, offer a list of places in the area that have state
or UNCG employee discounts, tell them about things like the libraries' green
group or any regular non-formal things the department does as a group.
Sunday, July 29, 2012
Within First Month
Have the employee schedule the pre-residency interview with whomever is conducting the interview or finish it on his or her own if it is self-administered.
Have the employee write a bio.
Schedule an interview to be included in Campus Weekly introducing the resident to the campus at large and explaining the residency program.
Choose a mentor with the resident’s interests and career
goals in mind.
Mentoring
What is a mentor?
According to Introduction to Mentoring by the APA Centering on Mentoring 2006 Presidential Task Force,
A mentor is an individual with
expertise who can help develop the career of a mentee. A mentor often has
two
primary functions for the mentee. The career related function establishes the
mentor as a coach who
provides advice to enhance the mentee’s professional
performance and development. The psychosocial
function establishes the mentor
as a role model and support system for the mentee. Both functions
provide
explicit and implicit lessons related to professional development as well as
general work–life
balance.
How do we find mentors?
Mentoring relationships are more successful when both parties are fully committed and interested in the relationship. DO NOT simply assign someone to be the resident’s mentor unless this is a last resort. The assigned person may not wish to have that role and may only agree out of a sense of obligation. Send out a call to solicit volunteer mentors. Ask each volunteer to briefly state his/her areas of strength and specialization both within the UNCG Libraries and in professional organizations. If no one who can compliment the resident's goals and interests volunteers, ask departmental supervisors to suggest possible mentors. Either way, Gerald and/or Kathy B. can then assign a mentor with the resident’s goals and the overall goals of the residency in mind.Guidelines:
There should be an initial period of ice-breaking activities such as lunches, attending meetings together outside of the library (new member gatherings hosted by the NCLA, faculty/staff organization meetings, etc. determined by mutual interest), establishing role expectations of both the mentor and mentee, and joint goal setting.- Some goals may include:
- Work on areas of weakness for the mentee, for example, public speaking.
- Require mentee to attend some trainings by other professional librarians to see how others do it and to learn what formats presentations may take (online, in person, hour long training sessions or lunch talks to short lightening round types of presentations).
- Require the mentee to give a presentation.
- Mentors or mentees can speak with the current rotation supervisor to identify an aspect of the rotation that the mentee needs training on; that aspect can then be used as the topic for the mentee presentation to help both get the mentee comfortable with public speaking and to promote active learning within the current rotation, examples of presentation topics could include LibGuide tips, database trainings, library instruction current trends, etc.
Mentors and Mentees should meet on
a regular basis agreed upon by both. Initially they should meet at least once a
month until such time that they mutually determine they should meet more or
less frequently.
It is up to the mentee to contact
the mentor about both regularly scheduled and unscheduled meetings. Contact may
include emails, face to face conversations, telephone calls, or chats.
Mentors and mentees should decide
what form of contact works best for both of them.
Surveys of both the mentor and
mentee (separately) or scheduled meetings with Gerald or Kathy B should be
conducted to discuss the progress of the mentorship. Meetings/surveys should be
conducted at the beginning of the relationship (one or two months in), and then
again after six months, one year, and one and a half years to continentally
check on the relationship to ensure that it is working for both the mentor and
mentee. Then the mentor and mentee should again be surveyed/met with at the end
of the relationship to get an overview of how it went and get any tips or suggestions
that may help to improve the mentorship program for future residents. Even
finding out that everything went well is valuable information that indicates
the mentoring program is working properly.
Sometime During First Week
Meet with Gerald once a week for first month, can be reduced
to bi-monthly after first month.
Depending on start date attend:
New Faculty Benefits Orientation,
8/13/12 & 8/14/12
New Faculty Orientation, 8/15/12
& 8/16/12
Someone needs to talk to them about leave report, travel
forms, etc. also where to find them.
Schedule meeting between resident and new rotation
supervisor. Things to discuss include:
Typical
work hours
Protocol
for missing work, sick or on leave
Rules for answering the telephone
Rules for lunch, where people eat
lunch, refrigerator, whether there is a coffee fund or a microwave cleaning
schedule, etc.
Saturday, July 28, 2012
First Day
Ask resident to begin noting any questions s/he has,
information s/he found particularly useful, etc. for later use.
Mary will give a tour of the Ref areas including where to get
supplies and where items print to.
Meet with Franklin to set up computer accounts, printer, and for computer orientation.
Complete I-9
Complete tax forms
Get parking permit (if applicable)
Have lunch with reference
Tour the Main Library with the orientation buddy.
Friday, July 27, 2012
Second Day
Send the resident FAQs about the libraries and UNCG, an outline
of the orientation schedule, and an email orientation with useful links (see useful links post this blog).
Meet with Gerald
Receive list of suggested core articles and current trends
articles related to issues pertinent to the first rotation department.
Get a UNCG ID (will need to bring UNCG Employee ID number).
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