Assignment #5

Alex Bardsley, Tobi Bishop, Victoria Harding, Brittany Reece, Jolynn Smith

Describe objectives and subobjectives and content for this period

(We did address media for our whole project so objectives for 1.0 and 2.0 are at the bottom of this
document.)

Content Development in Phase 3:

4.0 Vision and Intent
4.1 Introduction
4.1.a Define Vision and Intent stage.
 (audio) Now that you have explored and made sense of a specific
problem, and generated some ideas about how to solve that
problem, it is time to enter the Vision and Intent stage.
 In this stage, you will create a vision and plan for your service and look at
operational requirements for delivering the experience you want for library
patrons.
 Show the library model with animation of stage label and part of the library
coming in that represents the Vision and Intent stage.
4.1.b Recall where this stage fits in the process (third).
 This is part of the previous slide
4.1.c Articulate the importance of this stage
 (audio)The Vision and Intent stage will help you:
o Create a vision for a transformative new experience.
o Architect a blueprint for your service delivery.
o And refine your plan based on inputs from others.
 Key words will animate in as the audio is playing.
 Library model is still shown
4.1.d Recall two tools that can be used in this stage (Prototype Plan, TBD)

 (audio)You may recall learning about two tools that are used in the
Vision and Intent stage. In this section of the course, Miguel and
Diane will help you discover how to use the Prototype Plan and
Service Blueprint tools. Click on the tool, you would like to learn about
first.
 Show Diane and Miguel
 Have two tools animate into the slide with their descriptions:
o (Hammer) Prototype Plan: The Prototype Plan is a tool that will help
you identify all the areas that you will need to consider for your
project
o (Level) Service Blueprint: The Service Blueprinting is a tool that
 helps you to visualize every aspect of a service in enough detail to
implement it.
 User clicks on the tool they want to learn about first.

4.2-4.4 TO BE COMPLETED BY STAKEHOLDER

5.0 Implementation and Measurement
5.1 Introduction
5.1.a Define Vision and Intent stage.
 (audio): Now that you have made a plan based on the last three
stages of service design, you are ready to move to the
Implementation and Measurement Stage.
 In this stage, you will execute on your plan and observe and measure how it
went. This will inform you of how you might implement ongoing
improvements.
 Show the library model with animation of stage label and part of the library
coming in that represents the Implementation and Measurement stage.
5.1.b Recall where this stage fits in the process (fourth – top).
 This is part of the previous slide

5.1.c Articulate the importance of this stage.

 (audio): The Implementation and Measurement stage will help you:
o Execute on your plan, whether it is an experiment, pilot, or a full-
scale rollout.
o Observe and measure how it went.
o And, determine next steps.
 Key words will animate in as the audio is playing.
 Library model is still shown
5.1.d Recall two tools that can be used in this stage (implementation tool,
measurement tool).
 (audio): You may recall learning about two tools that are used in the
Implementation and Measurement stage. In this section of the
course, Miguel and Diane will help you discover how to use the
Project Scope Template and Bright Spots, Hot Spots tools. Click on the
tool, you would like to learn about first.
 Show Diane and Miguel
 Have two tools animate into the slide with their descriptions:
o (Drill) Project Scope Template: The Project Scope Template is a tool
used to confirm you've done everything you need to in order to
launch your project.
o (Measuring Tape) Bright Spots, Hot Spots: The Bright Spots, Hot
Spots analysis is a tool used to assess and reflect after the
completion of a project. The analysis looks at what went well, what
didn't, what was missing and what opportunities there are for the
future.
 User clicks on the tool they want to learn about first.
 5.2-5.4 TO BE COMPLETED BY STAKEHOLDER

How is the media defined in the timeline?

In module 1, we used graphics and visuals to introduce how the training would proceed. We began with
using the graphic of the model of the library. Users were able to see how the training would build step-
by-step on each other.

In Exploration and Sense Making, module 2, we used visuals, graphics, and videos. This module began
training users about the first stage of Service Design. The media in this section was to give users an
opportunity to practice using the tools in real life situations. Users are placed in a scene and then asked
to respond using the tools.

The last module are the introductions to the three next stages. These stages use visual and graphics.
Again, users are shown graphics of the model of the library and how each stage builds upon each other.
This helps users to understand the beginning of each stage and the importance of it.

Are there any changes to the media?

Yes, we added more animations and audio to our visuals, graphics, and videos. We also added keywords
with the idea of helping users grasp the main concepts without overloading them with text. In our
introduction module, we originally had our coffeeshop concept as a .gif, but with some of the feedback
we received, we decided to change it into a video so it would be more dynamic. In our Customer
Connection section, we turned some of the static conversations into video clips to make things more
interesting for viewers. We decided to add more audio to the introductory module, but chose to reduce
audio from the service design tool activities to allow learners to concentrate more on the exercises. This
is a point that may change as we further develop our project and do user testing.

How does the media support learning and objectives?

We did a number of things to try to reduce cognitive load, such as including audio and including key
points to help emphasize important information. With a lot of the text removed, we had to support the
audio with more visuals, such as graphics and videos. To increase germane cognitive load, we chose to
go with the learn-as-you-go method, providing users a chance to direct their own learning. With our
Service Safari section, we wanted to give learners an opportunity to observe and reflect on their
observations. This simulation helps give them a more authentic feel to how this tool is used in their local
branch. Our exercises also help learners to better visualize how these tools might look in real scenarios,
for example, with the Customer Connection tool, learners have the chance to walk through focus and
interview questions, putting the librarian in the proper location to reach his target audience, selecting
and interviewing patrons, and practice reflecting on the debrief form. All of the media we’ve chosen to
add are designed to help learners reflect on what went well and what could be improved at their
branches.
How does the media serve the content presentation and delivery?
The media we chose helped to engage the learner with exciting and interesting visuals. The characters
helped to engage the learner and reinforce a sense of being in this together. The model of the library
helped to orient the learner to the part of the training they were engaging in. The animations helped to
deliver content in an entertaining way. This week our stakeholder commented on how delightful the
demolition exercise and the Service Safari animations were. His experience with these modules testified
of the effectiveness of our media choices. Overall, incorporating these various forms of media make the
presentation more entertaining and make the content easier to understand.

Content Development in Phase 1:

Objective Content Development

1.1 Introduction
1.1.a Recognize examples of issues (digital divide, community outreach) that concern
librarians
 With an ever-changing world, the roles of the public libraries must
continually adapt to meet the needs of their patrons. (Animated librarian
character with voice audio talking.)
 Some examples of the barriers patrons are facing today are (issues with
issues popping up around librarian):
o Health Restrictions
o The Digital Divide
o Language Barriers
o Teaching literacy techniques

1.1.b Describe real life examples of innovative changes at the library

 Audio: click to reveal solutions different librarians have designed to solve
these barriers. User will click to reveal solutions to problems
o Holds to Go: Allowing book pickup even with COVID restrictions
o Computer checkouts and hotspots: Closing the digital divide
o Materials in other languages: Providing patrons with materials that
speak another language.
o Story time with parents: Teaching parents how to incorporate
literacy with their children.
 Libraries must continue to design and construct these types of solutions to
keep up with the needs of patrons today. This is where you come in. This
training is to help you learn about service design. (audio)
1.1.c Recognize how service design helps fulfill personal job roles to create positive
 experiences for patrons.
 Service design is concerned with how services are experienced and
delivered. (audio)
 When you have two coffee shops right next to each other, and each sells
the exact same coffee at the exact same price, service design is what makes
you walk into one and not the other. - 31 Volts Service Design (audio w/pic
of two coffee shops – person deciding which one to go into).
 Service Design - Through the following training, we will explore the four
stages of Service Design and give you tools to better aid in the process of
designing and building better experiences for your branch and patrons.
(librarian w/def and bulleted list coming out one by one)
o Is based on understanding customer needs
o Is focused on maximizing customer experiences
o Is collaborative
o Utilizes specific tools and processes
o Fosters the improvement of existing services and the innovation of
new ones

1.1.d Recognize service design as an experience creation process with four stages.
 The service design process has four stages (audio w/building construction,
showing 4 stages one by one):
o Exploration & Sense Making
o Ideas & Concepts
o Vision & Intent
o Implementation & Measurement

1.1.e Articulate that service design is different than customer service.

 Service Design is not just customer service, it’s designing a customer’s
journey through people, processes, and technologies intended to deliver
the service. (audio; same scene as 1.1.d)

1.1.f Identify branch wide roles and responsibilities to build a better library; Articulate
that service design provides structure and direction to the design process.
 As an employee of the Salt Lake City Public Library system, it is up to you to
build a better library in your area. Through this training on Service Design,
structure will be provided to help you learn to plan and select methods to
design your own projects. Have fun designing the future together! (audio
with start/continue button)
1.2 Four Stages of Service Design
1.2.a Define each stage of Service Design (Exploration & Sense Making, Ideas &
Concepts, Vision & Intent, Implementation & Measurement).

Service Design has four stages. Even though you haven’t learned much about them
yet, try to match each stage to its definition. (stages titles will appear on the left
and definitions on the right)
o Exploration and Sense Making: Hypothesize, research and discover
o Ideas and Concepts: Brainstorm, ideate and prioritize
o Vision and Intent: Plan, organize, collaborate
o Implementation and Measurement: Experiment, pilot, evaluate

1.2.b Recall order of stages ( 1- Exploration & Sense Making, 2 - Ideas & Concepts, 3 -
Vision & Intent, 4- Implementation & Measurement).

These stages build upon each other to help you create new and meaningful library
experiences for your patrons and co-workers.

Show the stages coming in on a blueprint of a library.

1.2.c Recognize linear and iterative nature of the stages.
 The goal of this training is for you to learn the skills that will help you
create new and better experiences for your patrons. (graphic of build in
progress for library building represented in blueprint)
 Keep in mind that while these stages naturally build upon each other,
sometimes it is necessary to abandon a stage and go back a stage or two.
Don’t be afraid to take a bulldozer to your plan and start again. (interactive
graphic of bulldozer that can be dragged into building, part of building
topples)
 Changing plans along the way can be part of the process. Renovations are
allowed and encouraged!

1.2.d Recall that eight service design tools, two per stage, will be presented in the
training (E&S: Customer Connection, Service Safari; I&C: Ideation Cards,
Storyboarding; V&I: Prototype Plan, Service Blueprinting; I&M: Project Scope
Template; Bright Spots, Hot Spots).

In this training you will learn about tools for each stage of Service Design. These
 tools will help you create meaningful experiences for your patrons and co-workers.
Click on the different tools for a quick introduction. (graphic representation of
tools)
 Exploration and Sense Making (title box graphic, user clicks on each of the
tools and uncovers a definition)
 Customer Connection: The Customer Connection tool is a way of collecting
goals, needs, and expectations of customers through short interactions.
 Service Safari: A Service Safari is a tool to help you observe patrons in
order to better understand interactions between employees and patrons,
touchpoints (e.g. the printer), and experiences with other services offered.
 Ideas and Concepts (title box graphic, user clicks on each of the tools and
uncovers a definition)
 Ideation Cards: Ideation cards are a tool used to organize your ideas on
paper through writing and sketching.
 Storyboarding: Storyboarding is a tool to help you create a story of what
your patrons might like to experience.
 Vision and Intent (title box graphic, user clicks on each of the tools and
uncovers a definition)
 Prototype Plan: The Prototype Plan is a tool that will help you identify all
the areas that you will need to consider for your project.
 Service Blueprinting: The Service Blueprinting is a tool that helps you to
visualize every aspect of a service in enough detail to implement it.
 Implementation and Measurement (title box graphic, user clicks on each
of the tools and uncovers a definition)
 Project Scope Template: The Project Scope Template is a tool used to
confirm you've done everything you need to in order to launch your
project.
 Bright Spots, Hot Spots: The Bright Spots, Hot Spots analysis is a tool used
to assess and reflect after the completion of a project. The analysis looks at
what went well, what didn't, what was missing and what opportunities
there are for the future.
1.2.e Explain how the tools, in general, are different from processes already being used
(formal steps, support concepts/ideas easily missed).
 You’ve probably created new projects and programming before, but not
had these tools to do it. You might have missed out on important details or
steps that you didn’t even know your patrons needed. Service Design tools
are a great way to go through a meaningful process that will help you see
the needs and perspectives of your patrons, work through ideas, make
detailed plans, and implement and evaluate them. (graphic with blueprint,
building, and toolbox)
1.2.f Recognize that everyone can come up with ideas to improve the library.
  Everyone can come up with great ideas! It all starts right in your own
branch with the patrons you interact with every day. As you explore the
four stages of Service Design, keep your patrons in mind and consider the
ways the tools in each stage can help YOU create meaningful experiences in
your own branch. (graphic of construction worker with tool in hand)

Objective Content Development

3.1 Introduction

3.1.a Define Ideas and Concepts stage.

 Audio: Now that you have explored and made sense of a specific problem,
it is time to enter the Ideas and Concepts stage. In this stage, you will
generate, evaluate, and prioritize ideas that can play a role in helping you
solve a design opportunity.
 Graphic of Service Design model
 Learners can click on the CC button for closed captioning
 3.1.a and 3.1.b on the same slide

3.1.b Recall where this stage fits in the process (second).

 Show a picture of the model and have the Ideas and Concepts stage highlighted.
Indicate that the Exploration and Sense Making stage has been completed.
3.1.c Articulate the importance of this stage.
The Ideas and Concepts stage will help you in the following ways:
 Generate ideas based on your new insights
 Create concepts out of the best ideas
 Validate your concepts with customers and staff
Have the text replace the text in 3.1.a.

3.1.d Recall two tools that can be used in this stage (Ideation Cards, Storyboarding)
 Show a toolbox with two tools in it labeled “Ideation Cards” and
“Storyboarding”
 Select one of the tools to learn ways you can generate ideas and concepts
from your new insights about your patrons.
 Learners will click on either one of the tools and complete the training for
that tool. At the end of the training, they will have the option to move to
the next stage or learn about the additional tool.
Content Development in Phase 2:

Objective Content Development

2.1 Introduction
2.1.a Define Exploration and Sense Making stage.
 Let’s get started with the Exploration and Sense Making stage. In this stage you
will learn how to discover the needs of library patrons and co-workers, learn
about current processes and how to improve them, and identify a design
opportunity.
 Graphic of Service Design model

2.1.b. Recall where this stage fits in the process.

 Show a picture of the model and have the Exploration and Sense Making
stage highlighted
2.1.c Articulate the importance of this stage.
 This stage helps you gather data so that you can base decisions on research
rather than assumptions that may or may not be true. This research also
helps you make a case for change with your manager and co-workers.
2.1.d. Recall two tools that can be used in this stage (Customer Connection, Service
Safari).
 You may recall learning about two tools in the Exploration and Sense
Making Stage. In this section of the course, Miguel and Dianne will help you
discover how to use the Customer Connection and Service Safari Tools.
2.1.e Identify two areas to begin exploring (a physical area – more of an observer or an
interest/concern - more interactive with patrons)
 Two boxes side-by-side. Each has tool icon and title. Text for each as
follows:
 Customer Connection Tool: Explore an interest or concerns and have direct
interaction with patrons.
 Service Safari Tool: Be an observer and analyze interactions in a physical
space.
 Choose which tool to learn about first.
2.2 Customer Connection Tool
2.2.a. Define the Customer Connection tool
 Visual: Service Safari title animates in the middle with the screen with
screwdriver
  The Customer Connection tool is a way of collecting goals, needs, and
expectations of customers through short interactions. (Audio with
keywords and graphics/animation)

2.2.b. Identify three methods (survey, interview, prototype) used for this tool
 You can gather this information through surveys, interviews, and
prototypes. (Audio)
 To learn the steps of the customer connection tool, you will be working
with Miguel to help improve his library.
2.2.c. Troubleshoot what makes a good focus question (open-ended, without
expectation, broad enough to allow for unexpected results) in realistic scenario in
the library.
 Learn-as-you-go activity with librarian choosing focus question (audio,
selecting focus question)
 Miguel has been thinking about how the patrons use the technology at his
branch and whether or not the offerings are meeting their technology needs.
 He decides he would like to do some research and picks the Customer Connection
tool to find out more information. His first step is to prepare by identifying his
focus question.
 A focus question is the big question you are trying to answer.
 Examples pop up: How do I decrease the digital divide? How can we better serve
patrons experiencing homelessness? How do we get more teens to participate in
our programming?
 A good focus question is open-ended and broad enough to allow for
unexpected results.
 Which of the following focus questions will help guide him to get the information
he is looking for?
 Do my patrons have internet access in their homes?
 How can we improve the library's technology offerings to meet the needs
of our patrons?
 How are the patrons using the technology offerings at my branch?
2.2.d. Apply knowledge of methods to realistic scenario
 Miguel needs to decide the best method to collect the information. (audio of “I
could use a survey, but interviews would be better because then I can ask follow
up questions and get more specific information.")
 Buttons: When should I pick a survey? When should I pick a prototype?
2.2.e Troubleshoot target audience for realistic scenario
 Miguel’s next step is to select his target audience. (audio: "I need to target
patrons who are using technology. " thought bubble with people on tech )
2.2.f. Recognize a Customer Connection form and describe its purpose
 To prepare for his Customer Connection, Miguel will need to write the
questions he will be asking his patrons.
 A Customer Connection form will help Miguel keep all of his information
organized. If you’d like to download a copy, click here.
2.2.g. Troubleshoot interview questions for a realistic scenario (introduction, open-
ended, non-leading, follow-up)
o Learn-as-you-go activity with librarian
o Select a good question to help Miguel understand whether or not patrons’
technology needs are being met.
o I see that you have been using some technology today. You think
the library is doing a good job at meeting your technology needs,
right?
 Incorrect: This is a leading question because Miguel is asking
the patron to confirm an assumption rather than give a true and
unbiased answer. Try again.
o Which of your technology needs, if any, has the library been able to
meet?
 Correct: This question is open-ended and does not make any
assumptions about the patron or their needs. This is an excellent
choice.
o What technology needs do you have that aren’t currently being addressed
either at the library or at home?
 Incorrect: This question is leading because it assumes the patron
has a technology need that is not being addressed. Miguel could
add the words, “if any” to make this question non-leading. Try
again.
o Great job selecting a non-leading question. Remember, a non-leading
question:
 does not make assumptions about the patron or their experiences
 often includes the phrase "if any" to allow an "out" for non-
relatable questions
o Select a good follow-up question Miguel could ask if a patron indicated they
"really like the computer lab." Choose one that would be the best to gather useful
information.
o Why?
 Incorrect: Asking the question “Why?” sometimes makes people
feel defensive about their reasoning. Try another question.
o What websites do you typically go to in the computer lab?
 Incorrect: You might think this question will help Miguel et
information on how a patron is using the computer lab but it
could be a little personal. Instead you might ask, “What kinds of
things do you use the computer lab for?” Try again.
o Will you tell me more about how you use the computer lab?
 Correct: Good choice! This follow-up question will encourage the
patron to give Miguel ore information about their technology use
by directly referencing a comment the patron made."Tell me
more" also prevents a customer from feeling defensive.
o Nice job selecting a good follow-up question. Remember, a good follow-
up question:
 is encouraging
  references something the customer said previously
 is non-judgemental
2.2.h Articulate the purpose of practicing before starting interviews.
o Learn-as-you-go activity with librarian
o Audio: Now that Miguel has his questions picked out, a good strategy is
to practice asking the questions to a co-worker before doing an
interview.
o Gif of Miguel talking to a co-worker

2.2.i. Apply knowledge of target audience to location and patron selection in a realistic
scenario.
o Learn-as-you-go activity with librarian (exercise with click and place
activity)
o Where should Miguel stand to find his target audience? Click on the location
that will best help him connect with the kinds of patrons he is looking to
interview.
o Feedback:
 Correct answer: “Standing near the computer lab is a great
choice!”
 Incorrect: “Miguel might need to stand a little closer to the
computer lab. Try again.”
o Help Miguel choose a customer to interview.
o Scenario 1 feedback:
 Correct: Great choice! She has been using technology, but she
isn't busy working right now.
 Incorrect:
 Her open body language was a good indicator she wasn't
interested. Try Again.
 It's probably not a good idea to disturb people while they
are working on a computer. Try again.
o User clicks ‘start interview’ (audio: Hello! My name is Miguel. Do you have
a few minutes for me to ask you a couple questions about your
technology needs? **add info about her not speaking English**)
o Audio: Even if someone looks like a great person to interview, it may not
work out.
o Scenario 2: Help Miguel select another patron.
 Incorrect:
 He’s busy and you wouldn't want to interrupt his phone
call. Try again.
 She’s tending to a fussy baby and won’t be able to time to
answer your questions thoughtfully. Try again.
 Correct:
 Great choice! He was just using a computer and has open
body language.
2.2.j. Recognize application of previous steps (method, audience, questions,
 placement) In interview responses in realistic scenario
o Learn-as-you-go activity with librarian
o (audio of conversation) –
o Hello! My name is Miguel. Do you have a few minutes for me to ask
you a couple questions about your technology needs?
o Yeah, no problem.
o What kinds of technology do you use at the library?
o I like using the computer lab for the computers and the printer.
o Which of your technology needs, if any, has the library been able to
meet?
o My computer at home is broken, so the computers here have been
helpful. I also don’t have a printer so the library has been helpful
when I need to print assignments for school.
o What technology needs do you have, if any, that aren’t currently
being addressed?
o Sometimes I need to do homework late at night but the library isn’t
open.
o Will you tell me more about how you use the computer lab?
o Sure, I usually work on my assignments - typing papers or doing
research. I have also used it to fill out job applications. I’ve filled out
so many applications and I’m having a hard time finding a new job.
o Thank you so much for your time and participation! We really
appreciate your feedback! Have a great day!
2.2.k Recognize a “Customer Connection Debrief” form and describe its purpose. (lead
into Ideas and concepts stage. Explain how to develop themes)
(provide 5 customer responses. Can you identify a theme? Which theme do you
think is applicable. Is there any other theme that might be applicable.)
 Audio: After you’ve completed multiple interviews, you will then need to
compile your notes. The Customer Connection Debrief form can help you
organize your notes.
 (Provide PDF download & fill in electronically through module)
 Let’s take a look at one of the questions: “What themes emerged?”
 Here are answers to the interview question, What technology needs do you
have, if any, that aren’t currently being addressed?
 Responses
 Sometimes I need to do homework late at night but
the library isn’t open.
 Often when I come to checkout a laptop, they are all
checked out.
 I don’t have any.
 When I come to use a computer at the Library, most
are already taken.
 I would like to checkout hotspots longer.
  Text response to type in theme
 Using the debrief form, type in what themes stand out to you from these
responses.
 Hint button that identifies the main theme (accessibility – limited supply).
Explains there are many possible answers.
2.2.l. Describe what to do with the collected information from the realistic scenario.
 After Miguel has compiled his notes in his debrief form, his next step is to
share what he is learning with his manager and colleagues in their next
meeting.
 Thank you for helping Miguel start his journey on making a difference at his
library.
2.2.m. Apply knowledge of good interview questions to realistic focus questions (child
nutrition, cultural inclusion) (XD 2.1.f)

 Before you prepare for your own Customer Connection interview, let’s get
more practice with the hardest part – selecting good interview questions.
 Choose one of the following focus questions to get started.
o Focus Question: How can I support the caregivers of my story-time group
on teaching healthy nutrition habits?
o Select 4 good questions that are appropriate for a customer connection
interview.
 Does your child eat vegetables?
 Incorrect: This is a yes/no question and is very
judgmental. Instead, try ‘What kinds of foods do you eat
at your house?’.
 What kinds of nutritional habits do you have as a
family/household?
 Correct: Perfect! This question invites the customer to
talk more about nutritional habits without making
assumptions.
 Could you tell me more about how you try to incorporate fruits
and vegetables in every meal?
 Correct: Fantastic! Could you tell me more about _____?”
should be filled in based on the answers given to you by
the customer. This is a great question to ask for more
details.
 Do you want more information about healthy eating?
 Incorrect: Avoid ‘yes/no’ questions. Try ‘What types of
information would you possibly be interested in learning
more about?’
 Do you have a few minutes to talk to me about incorporating
nutrition into our storytime?
 Correct: Good choice! This is a great way to start the
conversation.
 What types of healthy nutritional habits do you think are most
important for kids, teenagers, and adults? Are they similar or
 different?
 Correct: Awesome! This questions is open-ended and
non-leading.
 Why?
 Incorrect: Asking ‘why?’ can be triggering. Instead, use
something like ‘Tell me more”.
 Don’t you think your child should be eating more healthy food?
 Incorrect: This question is leading and judgemental. A
question like this could be offensive.
o Focus Question: How could we provide more cultural learning
opportunities and cultural inclusivity at our branch?
o Select 4 good questions that are appropriate for a customer
connection interview.
 Could you tell me more about your traditions?
 correct
 Since you are Hispanic, can you tell me more about your
culture?
 incorrect
 Do you have a few minutes to talk with me about how we
can better celebrate different cultures here at the library?
 correct
 Why?
 incorrect
 Do you see enough representation of your culture in the
content you see around you?
 correct
 What things are you aware of that the library does to
celebrate or represent your culture or different cultures?
 correct
 What holidays do you celebrate, if any, that are culturally
based?
 incorrect
 Do you identify with a specific ethnic or cultural group?
 incorrect
o
2.2.n. Recall examples of focus questions from Six Strategic Areas (Arts & Creativity,
Civic Engagement, Critical Literacies, Economic Success, Healthy Together, and
Inclusion & Belonging) and recognize potential areas of interest for future
pursuit.
o Just in time learning option for strategic areas
o Now it’s your turn to choose a focus question that will help patrons at your
branch. You might recall there are six strategic areas of focus at the Salt
Lake City Library. Click on each strategic area of focus to see sample focus
questions.
2.2.o. Apply knowledge of focus questions to select or write a focus question.
o Select one of the sample questions or write your own. Remember, a good
focus question is open-ended and broad enough to allow for unexpected
results

2.2.p. Apply knowledge of good interview questions to write three interview questions
 Audio: Based on your focus question write three potential interview
questions you would ask patrons.
 (Fill in the text box)
 Show rubric to compare and rate own questions

2.2.q. Recall there are downloadable forms (Customer Connection Notes, Customer
Connection Debrief, Customer Connection Guide) for future use.
 Here are some forms and resources you can use to get started.
 Audio: Great job walking through the steps of using the Customer
Connection tool. This tool will help you to collect more information on
customer’s goals, needs, and expectations.
2.3 Service Safari
2.3.a. Define Service Safari tool
 Visual: Service Safari title animates in the middle with the screen with
wrench
 Audio: A Service Safari is a tool to help you observe patrons in order to
better understand interactions between employees and patrons,
touchpoints like a printer, and experiences with other services offered.

2.3.b. Recall the AEIOU framework (Activities, Environment, Interactions, Objects, and
Users)
 Audio: Service Safari’s incorporate the A-E-I-O-U framework, which asks
observers to consider how Activities, Environment, Interactions, Objects,
and Users impact the customer experience.
 Visual: Animate A-E-I-O-U to appear with audio
2.3.c.  Describe preparatory steps (location to observe, read through Service
Safari Guide)
 Audio: A Service Safari has three simple steps. First, you’ll need to choose
a location to observe. This could be a space inside your own library or
anywhere else that provides service, like a restaurant, a hotel, a retail shop,
or even another library.
 Visual: Animate images of locations
  Audio: Second, you will want to review the questions on the Service Safari
Guide before you start.
 Visual: image of guide

 Audio: Third, record your observations on the Service Safari Guide to

describe your experience as you observe.
 Visual: handwriting on guide

----New slide----
 You and Dianne have decided to do a Service Safari at a nearby library to
observe their STEM lab.
 You need to find a place to sit that is out of the way but in view of the
things you want to observe. Keep in mind, you don’t have to stay in one
spot. During a Service Safari, you can move around and observe different
spaces in the environment.
 Next let’s review the Service Safari Guide. Remember the A-E-I-O-U
framework.
 A – Activities: Observe the activities of the people in the environment. This
includes customers and employees.
o What are people trying to accomplish in this environment?
 E – Environment: Observe the environment where customer and employee
activities take place. These places can be physical or digital environments.
o What do you see and hear in this environment?
o What is the look and feel of the space?
 I – Interactions: Observe the interactions between customers and
employees.
o Who do customers interact with as they carry out their activities?
o What are the interactions like in this environment? 
 O – Objects: Observe objects in the environment. Objects are the things
that are part of the environment. They can be placed by staff or brought in
by the patron.
o What do customers interact with as they carry out their activities?
o What are the objects that are supporting this experience?
 U – Users: Observe the people and their responses.
o What did you notice about the people your observed?
o Were their responses positive or negative? Why?
 Now it’s time to do some observing! If you are able, print a copy [download
link] of the Service Safari Guide. Select one of the observation areas from
the A-E-I-O-U framework and take notes of what you see. [Branching
scenario]
2.3.d. Troubleshoot how to document activities from a realistic scenario in the library.
 Visual (Clipboard moves in from bottom of screen with words, next button):
 Activities: Observe the activities of the people in the STEM lab. What are
 the patrons doing?
 Video: Service Safari A
 Visual: [screenshot of STEM lab video, option to replay video]
 What are people trying to accomplish in this environment?
 Observations:
 Compare your notes with Dianne. [Image of Dianne’s notes with 3 answers]
2.3.e. Troubleshoot how to document environment details from realistic scenario in
the library.
 Visual (Clipboard moves in from bottom of screen with words, next button):
 Environment: Observe the environment where customer and employee
activities take place. What do you see and hear and how does the space
feel?
 Video: Service Safari A (again)

 Visual: [screenshot of STEM lab video, option to replay video]

 How did it feel when you first walked in? [Text entry]
 What do you see and hear in this environment? [Text entry]
 What is the look and feel of the space? [Text entry]

 Observations:
 Materials are neatly organized
 Noises – robotic arm, robot sounds, lots of talking
 Lots of tables to work at

 Compare your notes with Dianne. [Image of Dianne’s notes with answers]
2.3.f. Troubleshoot how to document interactions from realistic scenario in the library.
 Visual (Clipboard moves in from bottom of screen with words, next button)
 Interactions: Observe the interactions between customers and employees.
 Video: Service Safari I [add greeting from Librarian, other librarian scolding
someone – boys throwing paper wads?]
 Visual: [screenshot of STEM lab video, option to replay video]

 How were you greeted?

 Who do customers interact with as they carry out their activities?
 What are the interactions like in this environment? 
 How is the communication?

 Observations: Librarian greets you and asks what brought you in today
 Negative interaction between students and librarian
 Compare your notes with Dianne. [Image of Dianne’s notes with correct
answers]
2.3.g. Troubleshoot how to document objects used/touched from realistic scenario in
the library.
  Visual (Clipboard moves in from bottom of screen with words, next button):
 Objects: Observe objects in the environment. Objects are the things that
are part of the environment. They can be placed by staff or brought in by
the patron.
 Video: Service Safari O [boy tripping over chair, zoom in on girls doing
robotic arm, girl frustrated trying to get supplies from the bookshelf]

 Visual: [screenshot of STEM lab video, option to replay video]

 What do customers interact with as they carry out their activities?
 What are the objects that are supporting this experience?
 What objects or object placement is distracting or troublesome?

 Observations:
o can’t find supplies
o patron trips over seat

 Compare your notes with Dianne. [Image of Dianne’s notes with correct
answers]
2.3.h Troubleshoot how to document user perceptions from realistic scenario in the
library.

 Visual (Clipboard moves in from bottom of screen with words, next button):
 Users: Observe the people and their responses.
 Video: Service Safari I

 Visual: [screenshot of STEM lab video, option to replay video]

o What types of people (age, interests, groups, etc.) are here?

o What did you notice about the people your observed?
o Were their responses positive or negative? Why?
 Observations:
o Mostly young people
o Having fun

 Compare your notes with Dianne. [Image of Dianne’s notes with correct
answers]
2.3.i. Analyze findings from realistic scenario.
 Audio: Now that you’ve had the chance to observe these scenarios in the
STEM lab, consider the following questions:

 Visual: Questions appear

 What have you learned from this experience that will impact your
 approach to your own library area?
 Was it a positive or negative experience? What made it positive or
negative?

2.3.j. Describe a potential area of the library for future observation.

 Audio: Consider an area you’d like to observe. Is there anywhere nearby
you could go to do a Service Safari and learn things that might be useful to
you?
 Assessment: check the locations that might be useful to you
 Download: option to download Guide again
 Remember when you go, be sure to take a Service Safari Guide and keep
the A-E-I-O-U framework in mind. When you are finished be sure to review
your observations and begin developing ideas to improve your library. As
you use this tool, your awareness of opportunities to improve employee
and patron experiences will increase.

2.4 Module Conclusion

2.4.a. Explain Exploration and Sense Making stage.
 In this stage you learned to use the Customer Connection and the Service
Safari Tools to explore and discover valuable information about the
concerns and needs of your patrons and colleagues.
2.4.b. Reason its importance for future use.
 By using these tools, you will have evidence and data that will help you in
the next stage of the Service Design Process; the Ideas and Concepts stage.
2.4.c. Identify plan for future implementation of tools in this stage.
 If you didn’t get a chance earlier, download all the resources here to use
the Customer Connection and Service Safari Tools.
 Have all files in a downloadable format here.
 In the comment box below, make a plan for when you will use one of these
tools. Include which tool you will use, where you will use it, and what
question you would like to explore. We would encourage you to involve
your manager or colleagues in implementing one of these tools.
 Provide a comment box. Provide a different comment box: Who will you
involve?
 Congratulations! You have completed Exploration and Sense Making!
 Miguel and Dianne cheering, two tools go into tool box, stage of library
model shining.