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CWSP - Building Relationships with Teenaged Student Workers Webinar

Added Apr 09, 2020 •

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write good morning everyone we are just about to get started for the webinar all right good morning everyone welcome to the CWC webinar this is our first of what we hope many webinars supervisor you know support events and things like that we have about a hundred fifty registered attendees and plenty more said that they wanted to hear the video of after so we are excited to share this with all of you and to hopefully you know spread this video round after the webinar is over so that way everyone is able to get the message so today's topic for the web where is building relationships with teenage didn't workers right now with the voice Ukraine I'm Taylor Stitch I work in the corporate work-study office at Crystal right at the program manager I'm joined here in this room by Sharon Ellis who is the director of operations at Christ the King Dahlia Rockets hello who is the vice president of work study at Christ the King in a few minutes you'll hear from Gabby Garcia who's the director of counseling at Crystal Ray as well as Tiffany badgett from one of our job Partners relativity and they'll both speak to their to their EX peace and knowledge to building relationships with teenage student workers so are hoping this webinar is to share some best practices with all of you as you know and none of you have seen me or my counterparts out intuitive is it as we get feedback it's great for us to hear about how the students are doing at work and what the job description is and things like that we also you know here a lot from supervisors about different suggestions and ways that we can support all of you as you guys work with the students and you know Service Great mentors and coaches and guide for our student workers so we will the jendiz up here we're going to talk about working with adolescent Tiffany's going to talk about giving up if you got the student workers we're going to try to have a little time for some Q&A and then we're going to touch on the mid-year performance evaluation which many of you are familiar with and the talk about the upgrades that evaluation so few housekeeping items here albures are currently on mute on will keep you all on view at the bottom of your screen if you kind of toggle around you'll see a little button that says chat if you hit that chat button on a little window should pop up feel free to throw in questions, can metal chat window and all kind of moderate that I want it comes time for Q&A will look there for some of your questions and I'll be able to share that with our speakers the webinar is being recorded and a link of the recording will be sent out at the end of it to get into our topic for today we are talking about the importance of building relationships with student workers we you know loving it will you know provide students with a great work experience and the supervisors are critical and that you know the meaning for work serving as mentors pregnant from college because in Forever professional careers as supervisor do you are excused that objective when we talked to students and alumni about what they remember and what they enjoy about the work experience they all talk about building relationships with their co-workers you know their supervisor that was with them for 1 2 3 or 4 years how those relationships have continued and grown so we want to in our hands to work experience for you and through workers by supporting you a superb and working with teenagers because we know that working with teenage student workers is probably quite different than working with your regular Collies and databases sober stuff we have Gabby Garcia from Crystal Lake housing office I'm working a team she has fantastic insights into the teenage brain and works with our students day in and day out so a quick introduction for Gabby has her acolytes are plentiful is the director of counseling and is in her time. Cristo Rey she's both national school counselor and a bilingual licensed clinical professional counselor before coming to Crystal Ray Debbie was a private investigator a DCFS case manager and a student support specialist Debbie has over 18 years of experience working with Children and adolescents set of accounting department Gabby is a moderator for prom committee and Las chicas a girl empowerment and support Club so without further Ado Gabi Garcia hi everyone so I'm going to do my best to give you a awesome who played on the teenage brain in about four slides I'm probably going to give a lot of information that may be new in terms of the development of the teenage brain but then also go a little bit into using knowledge how do we best communicate with teenagers or how do we best understand them so if you look at our first slide it gives us kind of an image of where a teenager is psychosocially in their development and I don't know a lot of you can kind of recall your experiences but adolescents are in this phase of questioning who they are and their world revolves around them you know they focus on them so much it's it's a bit of a of a crisis of identity for them and trying to figuring out figure out what their role is in life based on who is around them so in order to successfully navigated. Hood teens must become competent and the areas identified by our biological or social and our cultural system because they want to learn how to function autonomously right and that's when you know teenagers push boundaries and test limits and so adolescent States floor their identity both in and outside of the home they experiment with their independence and that can lead to a lot of trial and error both trial and error that they are conscious of and uncut and unaware of and that's just part of the identity development it comes up at the work site of course and feel like an example is with decision making and accepting responsibility they are in their development they're still trying to figure out how to do that well and they cannot do it as adults can do it another big thing that's happening in this development phase is there exploring who they are based on their gender and there's exploring where they fit into their friendships and their family relationships they're also starting to develop and navigate their values and their belief systems and so used with different belief systems in those of their external environments like family community school work they often experience levels of distress or difficulty because of conflict right and so looking at looking at the actual rain and the development is inside the teenage brain is still developing the teenage brain is it really the human brain doesn't really fully developed until kind of your mid-twenties until the development is stagger and if it feels from Back to Front until the front part of your brain you'll see the red part is the prefrontal cortex and it is the last area to develop and that actually affects decision-making and impulse control about teenagers that makes a lot of sense right there not that great at those things and the prefrontal cortex also it regulates mood attention impulse ability to think abstractly and a lot of what is the executive functioning of that you'll see we see at school right in the classroom but you'll see at work and so executive function and can be things from being organized prioritizing monitoring themselves memory managing their frustrations regulating alertness Focus sustaining their focus on attention on tasks being able to shift their attention to different tasks it's a huge huge deal so one of the most important parts of their brain isn't fully developed right and so often times meet we don't know that or we forget that and so we expect these things from these kids. we not fully capable of doing balancing short-term goals long-term goals balancing reward systems with consequences problem-solving they're not are best yet at seeing consequences for potential decisions they're making they are not fully capable of doing that the way that adults can do and so sometimes when kids do things and we're like what were they thinking they probably were in well it's not all their fault the amygdala is the first to develop and so a lot of that is you know their development and emotion and fresh instinctual and almost like Collective responses something also that's happening in their brains and their hormones are rapidly developing dopamine levels are changing and they Peak during out of that's why you need to focus so much on I'm feeling good and responses to impulsive desires because it feels good right and so I can explain some of the decision-making on their parts if we look at this next slide it's kind of helped explain maybe in the way to understand communication with teenagers interaction teenagers and soul a child behavior will send us a message right they'll do something and then we will interpret it a specific way and often times we then respond do the hidden feelings rather than the outward behavior and so part of our job as adults is to really not take a lot of the other of the student responses kind of its face value we have the ability to dissect things a little bit more and to respond to students not in the way that they are responding to us and so even with like if you are the parents of a teenager if they get upset often times we use adults will respond with that same energy and that's not going to be effective right we are have to remember that they just can't some some some time and they are just impulsive and emotional that's how they function right now we know better and so us taking that fireball that you see that they throw at us and to be able to translate it and respond to them in a different Manner and to be able to cool things down and social some examples are you know creating an environment of Jews instead of don't so that they feel safer and expressing what they're thinking and feeling and so something that I think is important to remember is that we as adults are a thermostat not a thermometer so your job is to turn down the heat on a young person's emotional state and not to reflect their own anger or station or whatever emotion they're throwing at you boy raised voices lectures and major consequences turn up the heat and escalate that conflict every time and so for example if they get loud don't get loud back you should be the example of what they should get back to you as well and also not every disagreement is going to be a conflict I think sometimes we don't want them finding certain way and so then we change the way that we're going to communicate with them but not everything that that is a disagreement has to be a conflict if we look at this V slides that kind of continue communicating with teenagers and your place of where you are in this relationship with an adolescent it's really important for us as adults to establish these healthy boundaries which means often times being what they might consider the bad guy we just have to be okay with that right students look at the adults in their lives for clear and appropriate boundaries and it's in it that goes back to their psychosocial development we are giving them an example of something safe and healthy having this relationship with an adult solidifies a sense of identity experience in their selves they are better at learning how to test boundaries and not always getting what they want it's important to maintain empathy and allow for natural consequences of some of the students didn't do something at work we have to just that right we have to let them know so that it doesn't continue to happen even if you feel like they're not going to like me anymore they're going to think I'm mean that's part of being the adult in the situation then you're not supposed to like this all the time and we have to just be okay with it's important to be firm and consistent consistency is super super important because if you are not consistent with them if they don't know where it where things are going they don't know how you'll respond they don't know what you're expecting see that he ran in school where if some teacher has stricter boundaries jeans are going to act different in that class and they're going to act in her in a class with the teacher whose boundaries are a little bit more loose right who's tried to be cooling is trying to be a buddy they're going to try harder to push their limits and get away with things in that class something I always say to the adults in the building as we are not their friends we are not friends with our students we are adults we should not be blurring those rules for them and again it's it's you're going to run into issues with since being upset at you but that's okay I think sometimes we don't want to hurt feelings because they're going to your afraid maybe the students going to cry or they're going to get upset they might but I think the way that it gets approached it's also how to make a difference in their responses and so what are some real helpful ideas on how communicating with a teenager can work and so I find them always really helpful to be respectful right kids teenagers are just so big on respect and if you just treat them with kindness don't let them walk all over you there going to be more respectful and if they feel that you're respecting them they're going to respect you if you don't come off to them as a parent who won't talk with them but it's talking a don't respond better if they don't feel if they feel like you're not judging them. They're going to respond better right it's it's being careful of the tone that we are using staying positive and always great being a little bit more creative it may be in the way that you talk with them I think something that's also really really important is avoiding power struggles we we catch ourselves I think it's adults in how are you going to tell me I'm the adult yes we know that but we don't have to get into that type of Engagement with students because it just kind of blurs all the communication nobody really gets their message across and then nothing comes out of that interaction with them I went on to the next one I'm sorry and so I think something that that we've learned to is just if something needs to be said to say it to them if it's in private where they're not embarrassed that's even better listening to them hearing them out I'm seeing this at work so we talked about that a little bit is something going on and don't be afraid of an emotional response that's how they're wired and just letting them have that voice letter I know that they are they're going to be hurt right cuz they often times are so used to adults just talkin directly at them and not giving them that opportunity to be heard so that can be a really good example for them we often talked about a compliment sandwich and so when you have to do when you do have to get some criticism make it a compliment sandwich Lee I just wanted to let you know you're you're doing this really well I really made it something that maybe you can work on is blah blah blah blah or something that maybe you should be doing differently is blah blah blah blah but keep this up cuz this is really helpful right and so they are not just hearing the negative two good things within that criticism like I guess I'll always be authentic to his can see right through us and so just be very honest with them be authentic with them don't be scared of them I think sometimes we get scared of teenagers right there a little scary sometimes and I think that sums up what I can in the time right after great thank you so much so we will again have a chance for Q&A on feel free to enter your questions in the group chat area and I will kind of look through that on and find some questions for Gabby in for Tiffany at the end right now we are going to hear from Tiffany badgett she is the facilities and student program specialist at relativity she has been with relativity from 07 years her main priority has always imagined us two teams from creature in Christ the King she's a community chair for blackhat relativity and she works in partnership with in diversity and relativity gives to develop activities focus on supporting Community organizations and volunteerism currently Tiffany is supervising eight students speaking from you know my relationship with Tiffany throughout the years I can tell you that she has add a variety of student personalities as well as you know work Styles and she is an expert at student formation on relativity has been extremely supportive in developing a lot of materials to facilitate growth and yard I mean has a fantastic group of students right now and you guys are lucky to hear from her so Tiffany should be able to see Tiffany you are unmuted to me are you yes Tiffany go ahead thank you for that Taylor hi everyone I just want to start by saying that I think it's very important to get to know each of your students individually because that will help you gauge the best way to communicate and relate to them whenever you make it a point to spend time with them in the morning so they are required to see me when they arrive in the office I do this for safety reasons as well as just wanting to see their energy and what that's going to look like for the day we do it up in the morning and we talked about what's happening throughout the day and then we discuss how things are gone how things are going with them personally I talk about what's going on with them academically High School hasn't changed so if you talk to them about that you might remember something that they might talk about something that you remember doing in school so maybe you'll be able to give them advice in a situation like that I think it's imperative to find Common Ground want to gain their trust in I know their unique qualities and talents and interests such cool lives so effective feedback so that's an everyday thing for me I think the most effective feedback is to start with showing your appreciation they need to know that they're doing important work I wanted their talents you want to make sure that they know that they're going to be around for the future and provide them with two projects that caters to their talents and things that they're interested in and then I don't believe in telling them that they're doing something wrong because maybe they ended misunderstood something so I usually offer suggestions on how price Cortez could have been done in a more effective way I always tell my students to work to work smarter not harder and if I'm running into an issue I think that those things should be corrected as soon as possible a problem can't be fixed if they don't know if they're doing something wrong so I find that using repetition is important and also making sure they're taking notes next slide please how to deliver feedback what you understand all the different person now it should be easy to provide feedback because you're becoming more comfortable with them actually start my feedback with the positive things that they're doing it's important to let them know that they're doing well I'm I always gave my feet back off or when you wanted to pass that isn't completed Orphus or if it's a task isn't done correctly then I offer suggestions on each day of the week are some composers checklist we should be completed by the end of the day I have my suit in the summer provide me inside on those checklist to make sure that each day is balanced because of that when something isn't completed then I talked about cause and effect so for example when someone else has to complete something that you could have got done today or I talked about like the domino effect and you don't complete a task in another another shooting has to do and then another student has to do it and it just doesn't make a productive day for anyone or it makes things feel like they're being brought one of our core values here at relativity is the hold yourself your colleagues account so I won't be doing myself or them Injustice if I let issue slide that's why I choose this to be straightforward if they take if they can take feedback from their teachers make it takes back from you it's okay to hold them accountable I'm their learning in the world isn't going to hold their hand so it's important that they that lessons are learned I need an order to succeed I set up sync each of my students to discuss what we what I can do to support them because I am here for them next side thank you casual feedback overall redirect with my students because I'm making know that I have their best interest in mind so usually I only give casual feedback which I usually provide in your timesheet so they're just aware of thing that happened I bring up issues in a friendly kind of all this is a friendly reminder in our stand-ups I never point the finger blame I just overall give a gentle reminder to everyone about what a process should be and then I like sent out an email to the students just like an FYI so other students to know just in case they're having trouble with that same tasks I always repeat that information throughout the everyone just so they can be reminded cuz they constantly kind of me reminders and as far as like formal feedbag there's only those I only have to deal with situations like that if circumstances are more pressing or a student is having like an issue and then I'll pull that kit I'll call that student aside and like a conversation are you having trouble with this maybe we'll walk through the task a few times talk about how we can make that situation better and if things feel like they're coming out of my control that's what I usually Reach Out Taylor or Megan to just say hey I need your reinforcement on the specific things with these students and then every day I just forward my relationship with my Sims which is why I am in contact with with a lot of the former kids that I have ever reach out to me we talk a lot they asked me to be their referrals just building that relationship makes them more comfortable with not just knowing them at work but knowing them after they leave this place because they've developed a trust in you and to me that's the most important thing for me that's all the information I have I hope you find that helpful and I appreciate your time thank you thank you so much Tiffany I'm going to leave you on muted for now to start some questions so we will I have Gabby on here as well and we'll have Gavin Tiffany talked to a couple of coming in I had a few questions I kind of saved in my pocket so we can start with a few of those so you know both of you talks about the idea of you know cause and effect and natural consequences you know if asked worker perform stomach X action the national consequence will follow you know I guess Tiffany water maybe some things that you seen in terms of those natural consequences you know if a student makes mistake or if a student nothing wrong kind of what happened after that and how do you then start to correct that behavior and then I guess Gabby from you in all your perspective does natural consequences you know what directions to flick what's the best way to deal with a sting reaction to those things that kind of come up here not like they messed up and X happens you know how to recover from that you want to start Gabby or should I I'm off the top of my head something that just resonates with this question as we all make mistakes and that's okay right I think that as long as it's we talk to them honestly and letting them know hey this wasn't done correctly and now this is the consequence you know you made a mistake that's okay we all make mistakes how do we learn from this instead of focusing on the mistake and the consequence may be just as what can we learn from this experience so that it doesn't continue to happen agree with that and what are usually do in situations like that but I'll ask them like oh so you were supposed to do this thing like how did that go for you and if they tell me their process and I'm like okay I get how you did however here is how I would have handled the situation so I never make them feel like they're in trouble for something I just kind of put the idea in your head of how it could have been done in a in a in a more effective way or a more efficient way I never skull I will say oh I get it. What do you think about that and usually they're like oh yeah they don't feel ashamed they don't feel embarrassed and they don't feel like they're just appointing you exactly and that's really hard for students to feel like they're disappointing someone especially if they have a good relationship with you or they looked up to you they don't want to disappoint anyone because then they feel bad about it because then it becomes I'm not a good person I'm not you know I don't to be here and they found it very much into themselves when it isn't anything personal and it's all about how do we teach them to learn from mistakes because whether it's at work or at school and they're going to make mistakes but they shouldn't be afraid of doing things because they might mess up and it's how do you talk to them throughout that process and just explaining it like all I I get why you did it this way but I would like that's a perfect way of kind of addressing that it's something that I find helpful to this is saying can I offer you some feedback so it's not like here's what you did wrong let me tell you about it it's almost asking permission to kind of have this conversation yeah and I or I also like try it together with your messages let's okay or I'll watch them do it and say okay this is how I would have done it just to like get that personal kind of touch Tiffany this might be more towards you you know but I've seen you know build relationships with students kind of school sign capacity but you know I know you have quite a few skin to work with you for 4 years if you could have come back on and part-time position as a college intern so just what are some you know key points are you know takeaways brother supervisors who you know really want to build a strong relationship with students understanding boundaries is Gabby talked about you know we don't you know without being friend would be more than just a supervisor thing like how do you cultivate that mentorship aspect and you know if the students want to stay around for 4 years and 4 years beyond that I guess kind of what are some of your strategies there Samia guess you have to find that fine balance between like them being a kid and you being their manager but I think it's important more than anything is to get to know them as a person and then that helps you kind of Gage how things will be with them I always think about their future I'm always thinking oh that's great you should do this and I try to connect them with people and the company so don't have to sneeze I don't even have that one presentation about like having an ambassador so I like have that already which I thought was great but I try to have them make connections with other people besides me so they can build those type of relationships so that if they find something they're interested in within the company then we can make that opportunity available to them thank you you know I asked about from students to the supervisors on whether you know it's approach how to guess ask students for feedback or if that conversation is appropriate I can speak from the work-study side of that just as we and we'll touch on this in a few moments I'm just as BF informal feedback on the students we also will ask the students for some form of feedback on another work experience that's far as more for us to gauge did the students feel prepared how can we develop training you know is are there any you know students I need to kind of red flag and you don't have further discussions with you know if anything comes up we will share that with our supervisors and our company but we do know I guess number one how is that is positive thing castings to give feedback and how would you hold that conversation we can have Gabby start and then something if you have any thing to touch on there I think it could be helpful for teenagers to possibly be more candid and honest if they're not sitting and talking to you directly about you giving them the space to provide feedback may be in writing I don't know if it's the possibility that add that to like their time card so like this week here some I want to share about work or if you can even just guide the question specifically so that they have a specific thing to answer like what's one thing that went well this week what's one thing you would have changed this week or is there something you would like to talk about in a related to the way work is going or just a simple survey of a few questions how do you feel at work how do people make you feel at work do you feel respected at work you feel part of the you know department or but I think in there just in such a digital world that that's what they're used to and that's where their comfort level is highest so I think you'd get most of more honest that way going to be great for them to be able to have this conversation face to face that I don't think they're able to do that every two weeks which kind of didn't make sense for them cuz still like you know evolving here and understanding so when I will have sinks and being like how can I support you I thought it was very cute how they were just be like oh you're doing such a great job and I was like thank you but this the sit-down isn't about how I'm doing it's about how I can help you so I think once I get comfortable enough with you that they will kind of be able like you just asked their opinion about something that you're doing or a ejector something that they will provide you that information but in the beginning like writing might be easier for them but as they get more comfortable in the setting if you're just like inquiring instead of being like give me feedback or just inquire about like something specifically they might be more open just to give you your their thoughts about it and I think sometimes when I think about our students culturally speaking they don't want to be disrespectful by Chris sizing or judging or telling you something that could be better and so they may not say anything cuz that's what they're taught at home right like don't question the adults and so that might get translated into work until they reach a certain Comfort level thank you I love all the questions that are coming in and I hope you can if it doesn't get address in this webinar on feel free to reach out and I can I'm directly I think there is a good question here about talk about shy and quiet and you didn't and you know this this goes along when I hear feedback from supervisors you know you've you've seen me or you know are the different program managers out on site visits and we're all asking for feedback I think 99% of us here and I guess. You know on the ground experience how might a shy student I'll be drawn out of their shell you know like the barrier Elizabeth writes about the only thing they wanted two times a week and kind of expecting them to grow you know what to write but also having kind of that you know and I'll admit I'm not I'm not being present I guess what are some strategies I think we need to acknowledge the reality that we are asking them to do something really difficult and super intimidating even when we here at Crystal Reed participated in the Warwick School District birthday we as the adults were like holy cow I cannot believe her students do this like they get on this bus they get dropped off at this place I need to figure out where to go they walk into these huge buildings they need to figure out where to go and then talk to all of these adults that they don't know one that they're afraid of getting fired because there are consequences and so they come in often times overwhelmed and so if they are just naturally shy it's going to definitely take them sometime I think patience is key if they feel pushed if they feel pushed they're going to retrieve back into their shell and so maybe just like hey Amy how are you good morning for the next week good to see you the next week how's it going Amy right that you recognize them you know them I think eventually they're going to start to feel like they do long they're going to start to feel notice they're going to start to feel special and then they'll start typing become a little bit more comfortable but that is a real struggle even here connecting with some with with some students that are just really in their shell and and I would like to think that they would progress from freshman year to senior year we're going to see some growth the most definitely the first two years can be really really intimidating yeah I agree with that you just have to give it time like I said that's why I try to like oh how was your weekend did you win Define like that type of stuff just so you can like Gage what they're interested in and that type of stuff and just follow up with it I think that part is important but it's it's it's just something that takes time and it doesn't just happen if you might meet them again yourself their sophomore year and they are completely different person but usually freshman's are just quiet individual and they just can't help themselves cuz everything is so overwhelming for them come from a school from eight years now they're in their brand new place and now they have to adapt to everything so it just it just takes time and just got to show me crackhead it slowly forget it you're just like what did you do this weekend Oh, Plymouth and want some. They got their nails done or something but it's the small things that you notice about them that'll probably help them open up and start to express more do you say I totally agree such a long way and snacks that you can really work your way through some some conversations with Stacks great will thank you both to Gary in for you know speaking with the group today they are excellent resources for our students and where you know grateful to have them as we're grateful to have all of you the kind of last portion of this webinar is going to be a quick overview of the Network student support and client satisfaction survey formerly known as the mid-year performance evaluation 20 we are familiar with so I'm going to turn it over to the director of operations at Christ the King and she is going to speak on this feedback survey you know why we are so interested in your feedback I'm about the students and why you know it's so critical that we have that data so Sharon thank you and we appreciate your joining us everyone is Taylor mentioned should receive their super mid-year evaluation during the month of December and again we're very excited for the new name and just dying in a new name a few lines with our Focus we want to be Target on student support as well as client satisfaction so the first page that you'll see and actually it will provide you with instructions to navigate through the survey if it's very simple going forward it's a little less objective and it will only take approximately 10 minutes to complete on the second page you'll see that the questions will be equally weighted across three domains and it designed to better Target and identified student developmental needs as well as our desire to provide a great client experience if you look at the domains they're pretty much the same domains that we've been using how again never again these questions are designed to be a little less objective so we'll still be focusing on etiquette and ethics communication now the angry singing is very excite because what you'll see and noticed as you do your aunt evaluations for your freshman Junior sophomore senior seniors you'll see the the question slightly changed so what we're doing here with all the questions as we are acknowledging the fact that the students are at a certain level which is what the young ladies were just speaking on so you'll see those questions progress as you see your students maturity through their role so I'll be the only thing that we ask if it stays again on the performances just be truly upfront and honest as how we are going to actually be able to provide the support they need to move along the the goal here so I'll position in efficiency will you also have questions on that productivity and persistence teamwork and collaboration initiative and creativity physical work space Management in Virtual workspace up management also all of those questions will be it will build on the current evaluation again it'll take 10 minutes we thank you all for your honest feedback and look forward to hearing things parents as we get ready to wrap up this is Dalia I am the vice president of corporate work-study program is Christ the King I just wanted to extend my thanks to Taylor for facilitating this morning and to Gabby and Tiffany and Sharon for presenting based upon the initial interest we hope that you found this webinar helpful we thank you for listening in and really for investing in our student work we do it in the days coming ahead we will be sending the recorded version for you for your reference and for those who may not have been ultimately able to participate and please shirt with other supervisors you may work with or who work with our students will also be sending out a survey to you just to get your direct more direct feedback up about this webinar and also you asked for your input on other topics that might be of interest to you if this tool works as a way of are communicating with you and providing it supports you would be able we'd like to be able to continue to make it as me as possible that's about all I have at this point. Thank you so much all for listening in on thank you to Mark looking at a Cristo Rey network for your technical support as well as did you know new version I'm updated an update mid-year performance evaluation we look forward to sharing this with you in the coming days and please let us know how we can help thank you thank you

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