GLOBAL VISION PROJECT: Global Vision of Rehabilitation
and Recreation for People with Disabilities in the 21st Century
TECHNOLOGY:
"Information Service: My/Your Pledge as a Provider and My/Your Expectation as a Consumer/User"
by Prof. John A. Nesbitt, Ed.D., CTRS, Pres/CEO
Special Recreation for disABLED International
NOTE. As an information service provider for over 40 years I find that I have
occasionally need to remind myself what I am supposed to do in serving users. As I have thought on this eventually I wrote the statement below. I use it on a continuing basis and I share it with colleagues. JN
PROVIDERS. The most important element in any service to the public is the "provider." This is the person who actually meets the public. Or, the person who greets the customer, or who answers the phone, or who provide the user what he/she wants.
The "public" may be a client, consumer, customer, participant, patron, or user. The provider may be a commercial, profit-making provider or a public non-profit provider.
21st CENTURY. In the 21st Century many people who serve the public are providers of information. In commerce, the salesman/woman provides technical information in order to sell and service the product. The service is part of the sale.
In rehabilitation of people with disabilities, rehabilitation doctors, nurses, therapists, counselors,
recreation specialists, social workers, and so on, all are providers of information in the form of print and electronic resources.
LIFESTYLE. In particular, recreation information in the 21st Century is critical to people who are disabled. Through information, people with disabilities have the potential to be among those in the general population who achieve the high quality recreation lifestyles.
In the 21st Century, we information consumers have the potential to access over 50,000,000 websites in their search for information. This information leads directly to enhanced recreation opportunity and potential. We providers may be a key to the recreation success of users with disabilities.
We may use these "Information Specialist Pledge" goals in information service, library service, and media service.
PART I:
"The Information Specialist Pledge ...
I PLEDGE TO:
I.
Present an alert, approachable, welcoming demeanor to the consumer.
II.
.Provide the enthusiasm needed to establish rapport with the consumer.
III.
Respect the consumer regardless of the level of person's ability, age,
education, interest, or vocation.
IV.
Presume the consumer's highest potential.
V. Serve the social dimensions of the consumer's personality.
VI.
Hear, respect, and address the consumer's questions.
VII.
De-mystify the knowledge and information experience for the consumer.
VIII.
Expend the energy needed to help the consumer find what the consumer wants and needs.
IX.
Guide the consumer to available resources.
X. Refer the consumer to known, reliable, specific providers and resources, and additional accessing opportunities.
XI.
Capture the moment of learning readiness to teach information and research methods to the consumer.
XII.
Commend the consumer's efforts.
XIII. Invite the consumer to return with any problems and more questions.
XIV.
Encourage the consumer the next step up in the knowledge and information experience.
PART II:
Rating our service as Information, Library, or Media Specialist or trainee can enhance pre-service education, in-service training, and performance.
A consumer of information service can also use the rating form to score us, we providers of Information, Library, or Media services.
Self-Rating/Rating of "Information Specialist Service"
The Rating Scale, Score and Letter Grade:
0=F 1=D 2=C 3=B 4=A Circle one for each item.
I.
I present (the provider presents) an alert, approachable, welcoming demeanor to the consumer (or, to me)
VERSUS being busy with other tasks, inhospitable, lethargic, or remote.
0-1-2-3-4.
II.
I provide (the provider provides) the enthusiasm needed to establish rapport with the consumer
VERSUS being apathetic, lazy, sluggish, or unresponsive.
0-1-2-3-4.
III.
I respect (the provider respects) the consumer regardless of ability, age, education, interest, or vocation
VERSUS being arrogant or haughty.
0-1-2-3-4.
IV.
I presume (the provider presumes) the consumer's highest potential
VERSUS being contemptuous or condescending.
0-1-2-3-4.
V.
I serve (the provider serves) the affective and social dimensions of the consumer's personality
VERSUS indifference to the emotional and social aspects of user personality.
0-1-2-3-4.
VI.
I hear, respect, and address (the provider hears ...)the consumer's questions
VERSUS being dull, droning, impatient, incorrect, or routine answers.
0-1-2-3-4.
VII.
I de-mystify (the provider demystifies) the knowledge and information experience for the consumer
VERSUS using abbreviations, elite nomenclature, or professional jargon.
0-1-2-3-4.
VIII.
I expend (the provider expends) the energy needed to help the user find what the user/consumer wants and needs
VERSUS doing as little as possible or passing the user to other personnel.
0-1-2-3-4.
IX.
I guide and lead or take (the provider guides ...) the consumer/user as possible, to available resources
VERSUS leaving the user to find resources by random trial and error, as in "why don't try ...."
0-1-2-3-4.
X.
I refer the (the provider refers) consumer/user to known, reliable, specific providers and resources, and additional accessing opportunities
VERSUS non-specific "why don't you try" guess and speculation instructions.
0-1-2-3-4.
XI.
I capture (the provider captures) the moment of learning readiness to teach information and research methods to the consumer/user
VERSUS boredom, cynicism, indifference, and/or hostility to improving user skills.
0-1-2-3-4.
XII.
I commend (the provider commends) the consumer's efforts
VERSUS being detached, oblivious, and/or remote.
0-1-2-3-4.
XIII.
I invite (the provider invites) the consumer to return with problems and more questions
VERSUS terminating the provider-user aid and exchange relationship as quickly as possible.
0-1-2-3-4.
XIV.
I encourage (the provider encourages) the consumer/user to the next step up in the information retrieval and knowledge experience
VERSUS withholding fostering or nurturing a desire for more knowledge.
0-1-2-3-4.
Rating the provider/server:
1. Total all scores. 2. Divide by 14. Assign the Grade.
0-.5=F .6-1.4=D 1.5=2.4=C 2.5-3.4=B 3.5-4=A GRADE_____
___
GLOBAL VISION PROJECT:
Global Vision of Rehabilitation and Recreation
for People with
Disabilities in the 21st Century
A JOINT PROJECT BY:
Disability International Foundation AND
Special Recreation for disABLED International
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