In order to coordinate and standardize statistical gathering activities across AISR, (Academic Services and Research) the Public Services Working Group designated a Statistics Task Force and charged them with designing systematic statistic gathering methods and procedures. The Task Force focused on determining what types of questions AISR customers ask and attempting to correlate AISR print and non-print media collections usage with customer behavior. In addition, the group consolidated and expanded AISR's current data collection forms. The final form contained eight variables; each variable containing three to eleven values. One week prior to implementing the statistic bench marking, all staff attended training sessions. The form was reviewed, each variable defined, and sample questions discussed.

The initial data gathering took place from Monday, April 10 1996 through Sunday, April 16 1996. Staff at all public service points participated. Service points included: Circulation Window, Information Services Desk, Technical Services, Learning Resources Center, Office of Academic Computing, Archives, Systems and Administration. Data collection continued throughout AISR's regularly scheduled 100 staffed hours. The potential customer base at AISR during the week of statistic gathering approximated 24,000 individuals. AISR staff recorded information on 3,219 customer interactions.

Staff members then transferred the data into SPSS for descriptive statistical analysis. Statistics calculated included: frequencies, summary cross tabs, and cross tabs controlled for individual variables.

From the first implementation we know that in general, 16% of the questions asked by students directly relate to computers and the Internet. Reference questions account for 12% of the students' interactions with AISR staff. CAHS and JMC students ask similar numbers of Directional/Policy, Equipment fix and Reference questions. Their behaviors differ in the frequency of Item Requests, Database, E-mail, Internet, JEFFLINE and Software questions. The primary difference appears in the number of Item Requests made by CAHS students. The CAHS provides their students with an additional Learning Resources Center. The CAHS LRC provides computers, Internet access and non-print media. The different usage pattern may be explained by CAHS student use of their private facility.

This study has raised additional questions regarding both the results and practicalities of the data collection. For example: Previous data collections indicated a higher level of CAHS useage: to what extent does CAHS constituent use of the CAHS LRC account for the reduced Library usage? Could the input for this study be digitized some how?

In regards to the data collection process of the data three questions arose. First, many staff members expressed concern with their ability to estimate the time spent with a patron, particularly during a busy shift. Second, Monday usage 12% higher than the next busiest day, Wednesday. Did this occur because Monday was the first day of statistic collection? To control for this possibility it has been suggested that AISR run the bench marking Tuesday through Monday and see if we see a congruent percentage rise in the Tuesday total transactions. Finally, despite reviewing variable definitions with all staff and engaging in a trial implementation, data entry errors occurred. What can be done to ensure better accuracy on the part of data gatherers?

The study has proven useful in a variety of ways. First, planning for the study provided an opportunity to evaluate what statistics we compiled. Second, the information gathered from this study enabled us to better identify and plan for our users and their needs. Finally, cost analysis of the data permitted more effective planning as we have moved to outsource AISR's services to other organizations.