Change Policy

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QUEENS LIBRARY A CATALYST FOR CHANGE: THE POLICYS AND

PROCEDURES THAT DRIVE CHANGE

BY

DANIELLE M. WALSH

A THESIS

Submitted to the Faculty of the School of Graduate Studies

Of Queens College in partial

Fulfillment of the requirements for the degree of

Master of Library and Information Science

Dr. Roberta BrodyQueens College

Flushing, New York2007


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ACKNOWLEDGEMENTS

This project would not have been possible without the support of many people. Many

thanks to my adviser Dr. Roberta Brody, for without her insight and guidance through this

process I could not have completed this study. Thanks to the Queens Library for their support

and providing me with the necessary documents to complete this project, and finally, thanks to

my mother for her infinite support and confidence in me and numerous friends who endured

this long process with me, always offering support and love.


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PREFACE

By Danielle M. Walsh

Change management is a desirable area of study for organizations today. This

study has analyzed relevant documents of the Queens Library in order to examine how the

library complies with societies needs, and how society influences the need for change.

Kurt Lewins three step planned change model and John P. Kotters Leading

Change tactics will be used as a theoretical framework to demonstrate how the Queens

Library uses such models to implement change.


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LIST OF FIGURESFIGURE PAGE

1. Step Change Model....................................................................................................11

2. External Forces Model...............................................................................................12

3. Lewins Three-Step Planned Change Model.............................................................13

4. Force Field Analysis..................................................................................................14

5. Force Field Analysis Example...................................................................................15

6. Organizational Development Key Elements..........................................................19


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TABLE OF CONTENTSPAGE

ACKNOWLEDGEMENTS................................................................................................ ii

PREFACE.......................................................................................................................... iii

LIST OF FIGURES............................................................................................................iv

I. INTRODUCTION ...................................................................................................7

A. Introduction........................................................................................................7

B. Research Question .............................................................................................7

II. LITERATURE REVIEW ........................................................................................8

A. Introduction........................................................................................................8

B. Libraries in Society............................................................................................8

I. A birdseye view of libraries today.........................................................8II. The changing nature of the library user.................................................9III. The changing role of staff....................................................................10

C. Change .............................................................................................................11

I. Unplanned versus Planned Change..................................................... 11II. Implementation....................................................................................15III. Managing change.................................................................................16IV. Change in action..................................................................................18V. Change and leadership theories...........................................................19VI. Libraries and organizational development..........................................20

D. Theoretical Framework....................................................................................23

III. METHODS AND PROCEDURES.......................................................................25

A. Site....................................................................................................................25


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B. Methods............................................................................................................25

C. Procedure..........................................................................................................26

IV. DATA ANALYSIS................................................................................................27

A. Data analysis ....................................................................................................27

B. Policies..............................................................................................................29

V. CONCLUSIONS AND RECOMMENDATIONS ................................................36

A. Conclusions......................................................................................................36

B. Recommendations............................................................................................36

APPENDIX A....................................................................................................................37

APPENDIX B. ...................................................................................................................63

APPENDIX C ....................................................................................................................78

APPENDIX D....................................................................................................................79

APPENDIX E.....................................................................................................................80

APPENDIX F.....................................................................................................................81

REFERENCES...................................................................................................................89


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CHAPTER ONEINTRODUCTION

Introduction

According to Ranganathan the fifth Law of Library Science is The Library is a

growing organism. Growth implies change, and libraries are faced not only with an

unprecedented rate of change, but also very real challenges to their existence in

contemporary society (Ranganathan, 1957).

The Queens Library, in Jamaica Queens NY is no different than any other library

faced with a growing and demanding society. With societies needs playing the major

role in the direction of libraries today, this study seeks to uncover the mystery behind

change and unfold the processes involved in making change stick through the vision of

the Queens Library also referred to as the Queens Borough Public Library. The libraries

Mission, Vision, Values and Strategic Directions come alive through policies and

procedures in order to drive change.

This observation will examine and analyze such documents as annual reports,

strategic directions, policies and procedures pertaining to customer service and

technology, and the libraries mission, vision and values in order to examine and

determine to what capacity they fulfill the vast changes in societies need for information.

In this paper change refers to the short term and long range plans of the Queens Library

using the framework of Kurt Lewins Three Step Planned Change model as a depiction to

demonstrate how changes are implemented in a large urban public library system.

Research Question

How has the Queens Library developed Policy and Procedures that drive Strategicinitiatives?


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CHAPTER 2LITERATURE REVIEW

There is nothing permanent except change. 513 B.C, Heraclitus

Introduction

The literature in this study examines the definition and implementation of

change as it applies to libraries in the 21st Century. The literature also reviews strategies

and management theories that facilitate change and the resistance that can be incurred

by an organization when change in deployed.

Libraries in Society

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The Public Library of the 21st century is in transition, adapting to constant

changes in demographics, technology, funding, law, and how information is stored and

packaged. The contemporary library fulfills its traditional mission by collecting,

organizing and disseminating knowledge, but it does so much more than the traditional

collection of books. Electronic databases, Websites, and other electronic media bring

whole new dimensions to how the public library accomplishes its goals (Taking the

Initiative, 2003).

The dynamics of the society also signal a need to reconsider the mission of

public libraries. Certainly, many traditional commitments will continue: a community

to service, equitable information access, children and young adults, intellectual

freedom, life-long learning skills; but how these responsibilities can be fulfilled presents

a growing challenge. Today, public libraries and librarians must identify new trends;

anticipate changing demands, and deliver products and services that realistically and

effectively respond to our public, while maintaining many of the important traditional

services that hold great value to our users (Taking the Initiative, 2003).


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At a time of fiscal retrenchment, meeting changing customer expectations

becomes very challenging. The need to have better access to relevant information is of

strategic importance to society. Libraries have to demonstrate that their services have

relevance, value, and impact for stakeholders and customers. Customers are expecting

more control and ease of access to services and information, the internet is growing fast;

the amount of digital information is growing faster, and most researchers prefer delivery

to the desktop (Lakos, 2004).

In a society of lifelong learning - whether of a formal or informal nature - public

libraries will be nodes connecting the local learning setting with the global resources of

information and knowledge. Public libraries must therefore be allowed to play a role of

fundamental importance in the development of future systems of lifelong learning. The

development of the information and communication technology has already laid the basis

for the creation of information networks, giving users even of small local public libraries

access to the world wide sources of information. The public libraries also offer guidance

and training in information search and quality rating of information sources. Thus, public

libraries are necessary if not sufficient prerequisites for a democratic knowledge society.

In this new situation public libraries and professional librarians will though have

to change and adapt to new demands, professional tasks and working conditions. At the

present though, we need more knowledge about how libraries and the professional

profiles of librarians should be designed in order to improve their preconditions to meet

the new needs and demands directed towards them.


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Libraries have developed in concert with their local and national history. Political,

economic and social circumstances create, shape and develop libraries. Among libraries

we can find diversity and difference. The most modern and well-equipped library is not

necessarily the most developed in the art of stimulating popular participation and

democracy. In order to develop tomorrow's library and librarian, we will have to build on

the experiences gained in radically different settings. A first step in this process - in the

process of shaping the libraries and librarians of tomorrow - will be to gather information

and good examples from contemporary experiences, whether they come from north,

south, east or west (The Role of Public Libraries, 2000).

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Libraries are finding new identities as centers of information dissemination

using the latest in technology new systems and services are implemented daily, placing

librarians and library staff in the middle of a rapidly changing world (Fidishun, 2001).

As libraries implement these new technologies it will become important to understand

how employees view of library service impacts their willingness to learn about

technology. In Dolores Fidishuns article People Servers vs. information providers, she

explains the differences between the two categories of service orientation. People

servers believe they must always be present to assist people, even to the detriment of

learning technology, and Information Providers who view the learning of new

technology as a way to assist customers (Fidishun, 2001).

With more self-check and web-based activity staff will need to become

Information and Instruction providers, rather than People Servers.


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Change

According to Webster's Ninth New Collegiate Dictionary change means to alter;

to make different; to cause to pass from one state to another; as, to change the position,

character, or appearance of a thing; to change the countenance.

In a rapidly changing information environment, libraries have to demonstrate that

their services have relevance, value, and impact for stakeholders and customers. Change

is inherent in life and nature. Yet, we have only recently begun to study change in our

organizations with the intent of influencing its impact. Organization development, the

discipline of focusing on organizational change, is still an emerging science despite how

long the term has been around (McLagan, November 2002).

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Unplanned change usually occurs because of a major, sudden surprise to the

organization, which causes its members to respond in a highly reactive and disorganized

fashion. Unplanned change might occur when the Chief Executive Officer suddenly

leaves the organization, significant public relations problems occur, quickly results in

loss of customers, or other disruptive situations arise.

Planned change occurs when leaders in the organization recognize the need for a

major change and proactively organize a plan to accomplish the change. Planned change

occurs with successful implementation of a Strategic Plan, plan for reorganization, or

other implementation of a change of this magnitude.

Note that planned change, even though based on a proactive and well-done plan,

often does not occur in a highly organized fashion. Instead, planned change tends to

occur in more of a chaotic and disruptive fashion than expected by participants.


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Planned change can also come in two variations, Step Change a process that

occurs rapidly or Incremental Change when a process occurs over a period of time in

incremental stages.

Fig. 1 Step Change Model (http:www.tutor2u.net/business/strategy/change-management-implementation.html)

Most theories of organizational change originated from the landmark work of

social psychologist Kurt Lewin. Lewin developed a three stage model of planned

change which explained how to initiate, manage, and stabilize the change process. The

three stages are unfreezing, changing, and refreezing. According to Lewin both external

and internal forces create continuous change.

Incremental ChangeStep Change


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External forces for change originate outside the organization. There are four key

external forces for change.

Fig. 2 External Forces Model

Internal forces for change come from inside the organization. These forces may be

subtle, such as low morale, or can manifest in outward signs, such as low productivity

and conflict. Internal forces for change come from both human resource problems and

managerial behavior/decisions.


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Lewins three-step model of planned change explains how to initiate, manage, and

stabilize the change process. The three steps are unfreezing, changing, and refreezing.

Fig. 3 Lewins Three-Step Planned Change Model

Effective change requires reinforcing new behaviors, attitudes, and organizational

practices. Change will not occur unless there is motivation to change; this is often the

most difficult part of the change process. The change process involves learning

something new, as well as discontinuing current attitudes, behaviors, or organizational

practices. People are the hub of all organizational changes, any change, whether in terms

of structure, group process, reward systems, or job design, requires individuals to change.

Resistance to change can be expected even when the presented change is highly desirable

(Lewin, 1951).

Another contribution to change management by Kurt Lewin is the Force Field

Analysis Diagram developed in 1947. This diagram is widely used in planning and

implementing change management in organizations. Lewin viewed organizations as

systems in which the present situation was not a static pattern but a dynamic balance of

forces working in opposite directions. In any situation there are both driving forces that

push for change and restraining forces that act against change. In order for any change to

be successful the driving forces must exceed the restraining forces.


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Change management is the primary application for force field analysis.

This section demonstrates how to implement the force field analysis into a library

environment. Although there are several different methods and variations for conducting

force field analysis, there are commonalities among all of them. The steps outlined below

represent the process needed for successful implementation of a typical force field

analysis.

Figure 4 Force Field Analyses (Lewin, 1951)


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The figure below serves as an example of what a force field analysis could

possibly look like in a library environment with the implementation RFID

technology.

Fig. 5 Force Field Analysis Example

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In an approach to managing change using the teacher-librarian as a model, this

article by Bev Scheirer explains the changes that teacher-librarians are facing with new

technologies and the instructional technologist role they must play. In her article The

Changing Role of the Teacher-Librarian in the Twenty-first Century, Scheirer evaluates

and describes how policy can drive change.


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An effective way to manage the changes facing teacher-librarians is to become a

policy maker (Scheirer, 2000). Teacher-librarians can help develop a vision statement

for both school systems and individual schools. There are practical benefits to having

written policies and procedures and teacher-librarians have a professional mandate to

keep them as current and as complete as possible. They must develop and implement a

mission statement that reflects the mission, goals, and objectives of the school.

The first stage of this process involves locating existing policies. Teacher-

librarians should try to locate all relevant policies and procedures and decide whether

they meet the needs of a twenty-first century school. Existing policies from other school

divisions across Canada can be researched and documents can be referred to such as the

competencies for teacher-librarians. Once a framework of policies has been located, they

must be evaluated to see if the mission, goals and philosophy of the school or school

division are reflected in these polices. When this has been updated, the teacher-librarian

should reflect on how change has affected the library and existing policies should be

reviewed for their timeliness. Next, issues such as the following that are pressing for

todays library should be considered:

Student technology use, including the acceptable use of computers

Faculty technology use, including acceptable use of computers

Circulation issues

Copyright and new technology issues

Personnel hiring

Personnel evaluation

Facility use


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Acquisition of materials

Access of materials

Older policies should be weeded and the revision of a policy should be completed

at a division or local school level. A division-wide approach allows the work to be

distributed among other colleagues with differing areas of expertise. The greatest benefit

of this is the ability to achieve consensus and consistency across all schools in the

division and it should be accepted and adopted from the local board of education to carry

authority and to ensure it is followed. The policies and procedures should then be shared

with all stakeholders (Scheirer, 2000).

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Change is not uncommon in the workplace today. New technologies replace

familiar tasks and procedures and the way employees perform their jobs. Attempts to

implement change often meet with resistance. Individuals resist change; teams and

groups resist change; whole organizations do it, too. Furthermore, entire societies,

continents, world religions, and even the broad sweep of humanity, reflexively resist

change (Davidson, 2002).

De Jager explains that resistance can be used as a mechanism to benefit an

organization without management realizing it, consider: If you dislike snakes, you might

decide the answer to your problem is to get rid of all the snakes. But after youve solved

your problem, you come to face with an even bigger problema plague of rats. Then

you begin to understand that snakes were the solution to a problem you didnt even know

had been solved and that a certain number of snakes were necessary to manage the rat

population. Similarly, if we try to eradicate all resistance to change in an organization,


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we are ignoring the legitimate function of resistance: to avoid unnecessary change. Any

manager who insists, I dont care why theyre resisting, I just want them to change,

might as well start building rattraps (de Jager, 2001).

Managers trying to improve processes in their organization need to understand

why people resist change. According to Kotter managers need to be aware of the four

most common reasons people resist change. These include: a desire not to lose

something of value, a misunderstanding of the change and its implications, a belief that

the change does not make sense for the organization, and a low tolerance for change

(Kotter, 1999).

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Throughout Kotters book Leading Change, Kotter stresses the importance of

knowing the difference between Leaders and Managers (Kotter, 1996).

Kotter believes that many organizations today are over managed and under led at

least partially because people have not been taught to appreciate the differences

between management and leadership. The differences are significant and the

implications for enterprise performance in today's environment are most powerful. He

believes that, too often, we confuse management duties and personal style with

leadership. Leadership means:

Setting a direction instead of planning and budgeting

Motivating people as opposed to controlling them and problem solving Aligning people instead of organizing and staffing. Creating a culture of leadership (Leaders in London)

According to Kotter, there are eight mistakes leaders make when implementing change,they are:

1. Allowing to much complexity2. Failing to build a substantial coalition3. Understanding the need for a clear vision


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4. Failing to clearly communicate the vision5. Permitting roadblocks against the vision6. Not planning and getting short-term wins7. Declaring victory too soon8. Not anchoring changes in corporate culture

In order to help leaders prevent making these kinds of mistakes, he created the

eight change phase model. As Kotter notes, it is crucial that these eight phases be

conducted in the exact sequence. These stages are:

1. Establish a sense of urgency Examine market and competitive realities Identify and discuss crises, potential crisis, or major opportunities

2. Create a coalition Assemble a group with enough power to lead the change effort Encourage the group to work as a team

3. Develop a clear vision Create a vision to help direct the change effort Develop strategies for achieving that vision

4. Share the vision Use every vehicle possible to communicate the new vision and strategies Teach

new behaviors by the example of the guiding coalition5. Empower people to clear obstacles

Get rid of obstacles to change Change systems or structures that seriously undermine the vision Encourage risk taking and nontraditional ideas, activities, and actions

6. Secure short-term wins

Plan for visible performance improvements Creating those improvements Recognize and reward employees involved in the improvements

7. Consolidate and keep moving Use increased credibility to change systems, structures, and policies that dont

fit the vision

Hire, promote, and develop employees who can implement the vision Reinvigorate the process with new projects, themes, and change agents

8. Anchor the change Articulate the connections between the new behaviors and organizational

success

Develop the means to ensure leadership development and succession(Kotter, 1996)

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As libraries become more complex and face the need for significant

transformation in the way they are organized, more managers and administrators seek to


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understand the principles and practices of organizational development (OD) (Sullivan,

2004).

According to Richard Beckhard, "Organization Development is an effort planned,

organization-wide, and managed from the top, to increase organization effectiveness and

health through planned interventions in the organization's 'processes,' using behavioral-

science knowledge (Beckhard, 1969). French and Bell define organization

development as the applied behavioral science discipline dedicated to improving

organizations and the people in them through the use of theory and practice of planned

change (French, 1999).

Today a number of libraries have engaged in some planned program of

organizational improvement. One of the most prevalent is strategic planning. Strategic

planning is one OD approach that allows the development of organizational key

elements. Some of the most vital key elements for an effective library organization today

are displayed in the diagram below.

Fig. 6 Organizational Development Key Elements


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An area in need of further exploration is that of organizational transition itself--

the responses to and leadership/management requirements of change in library

organizations. Much has been written about general organizational change and the

leadership requirements of change agents. While highly relevant to the general

understanding of organizational change and the leadership characteristics necessary to

achieve it, these writings are based largely on the cultures of corporate enterprises.

Library organizations, unlike those generally characterized in much

organizational change literature, have a unique societal role and operate under cultures

that may bear few similarities to their corporate counterparts. An increasing number of

useful writings have emerged in the journal literature that treat the general issues of

library change. Library organizations need more adaptable models and meaningful case

studies that clearly link leadership behaviors to organizational outcomes (Schwartz,

1997). How do these efforts begin? What are the landmines (dangers) and risks? There is

no single, foolproof strategy for developing the library organization. Similarly, there is no

single approach or tactic for leading organizations in libraries. More research is needed to

model change processes, track the progress of major organizational change efforts in

libraries, and document their effectiveness.


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Theoretical Framework and Rationale-Social Cognitive Theory

To better conceptualize what is meant by change management, we look to Kurt

Lewin, American Social psychologist known for his field theory of human behavior and

the participation theory, which states that behavior is a function of the social

environment. Field theory stems out of the idea in order to explain behavior one must

look at all pieces of the puzzle, all dynamic interactions influence outcomes. In his

theory Lewin defines the field as the totality of coexisting facts which are conceived of

as mutually interdependent (Lewin, 1951).

According to Lewin, the first step in the process of changing behavior is to

unfreeze the existing situation or status quo. The status quo is considered the

equilibrium state. Unfreezing is necessary to overcome the strains of individual

resistance and group conformity. Unfreezing can be achieved by the use of three

methods. First, increase the driving forces that direct behavior away from the existing

situation or status quo. Second, decrease the restraining forces that negatively affect the

movement from the existing equilibrium. Third, find a combination of the two methods

listed above. Some activities that can assist in the unfreezing step include: motivate

participants by preparing them for change, build trust and recognition for the need to

change, and actively participate in recognizing problems and brainstorming solutions

within a group (Lewin, 1951).

Lewins second step in the process of changing behavior is movement. In this

step, it is necessary to move the target system to a new level of equilibrium. Three

actions that can assist in the movement step include: persuading employees to agree that

the status quo is not beneficial to them and encouraging them to view the problem from


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a fresh perspective, work together on a quest for new, relevant information, and connect

the views of the group to well-respected, powerful leaders that also support the change.

The third step of Lewins three-step change model is refreezing. This step needs to take

place after the change has been implemented in order for it to be sustained or stick

over time. It is high likely that the change will be short lived and the employees will

revert to their old equilibrium (behaviors) if this step is not taken. It is the actual

integration of the new values into the community values and traditions. The purpose of

refreezing is to stabilize the new equilibrium resulting from the change by balancing

both the driving and restraining forces. One action that can be used to implement

Lewins third step is to reinforce new patterns and institutionalize them through

formal and informal mechanisms including policies and procedures (Lewin, 1951).

Therefore, Lewins model illustrates the effects of forces that either promote or inhibit

change. Specifically, driving forces promote change while restraining forces oppose

change. Hence, change will occur when the combined strength of one force is greater

than the combined strength of the opposing set of forces (Lewin, 1951).


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CHAPTER 4DATA ANALYSIS

Introduction

The following analysis examines several Policies of The Queens Library to give

the reader a glance of how Policies drive change at the Queens Library. As mentioned

Scheirer 2002 states old policies need to be weeded, the Queens Library sets that

example by revising policies and instructing staff to replace old policies with the

revised policies. Due to the constant change in societys needs and technology

development, it is also necessary to create new policies. Three new policies are

mentioned in the analysis of data; each policy fits into one of the strategic directions

The policies below will describe the function of the policy, the change that took place and

what strategic direction it meets. In order to get a clear understanding of how policies are

developed in the Queens Library, below is a detailed explanation of the policy on how to

develop or formulate a policy or administrative memo:

ADMINISTRATIVE MEMOS AND POLICIES/PROCEDURES.....SECTION B, #7

The Queens library has established a formula for creating and maintaining

communication to staff. According to policy B, #7, AnAdministrative Memo is normally

used when changes in Policy/Procedures are anticipated or will be required within two

years of the date issued. POLICYis defined as a statement of guiding a principle, plan, or

course of action intended to influence and determine decisions, actions, behaviors, or

other matters. PROCEDUREis defined as a series of steps taken to accomplish an end; a

series of steps followed in a regular definite order; a way of performing or affecting

something.


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The September 2002 revised version of this memo has included the

responsibilities of the agency manager to a) biannually review policies issued and update

them accordingly, b) ensure that staff are familiar with and understand all current policies

and procedures; and c) make these documents freely available to all staff.

The Policies

FINES AND FEES SCHEDULE .............................................................SECTION D#5

The Queens Library charges fees and fines for overdue materials, lost or damaged

materials, lost library cards. The Queens Library also charges a fee to members that do

not live, work, own property or attend schools in New York State.

One of the newest changes to this policy is the New York State Non-Resident

Internet Membership; this policy allows customers that are not New York State residents

to access all of the Queens Library electronic resources for a small fee. Memberships

include Annual, Monthly, Weekly and daily subscriptions.

The strategic direction that this policy most influences is the ability to provide up

to date current materials, by holding customers accountable for materials borrowed, new

materials can replenish those that have been lost or damaged. More of the high demand

titles can be ordered to satisfy community needs. As noted in the policy fines are reduced

for children and senior citizens.

Below is an outline of how Lewins change model including the driving and

resisting forces of a potential fee increase.


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TELEPHONE REFERENCE SERVICE ................................................. Section D, #17

As an alternative to on-site service, the Library provides Telephone Reference

Service that will assist customers that are unable to travel to the Library. Such services

include:

Ready Reference facts: Population, Census information etc. Provide screening of questions delegated to the proper agency or division

relevant to the question.

Provides Fax service for customers who are residents of New York State. Provides mediated online search services.

The TELEPHONE REFERENCE SERVICE Policy changed in August of

2003 to the INFOLINE: TELEPHONE & E-MAIL REFERNCE SERVICE.

Changes to services have been made to incorporate e-mail services. Customers can e-

mail librarians various questions outlined in the policy stated above, and will be e-mail a

response within 2-3 business days.

Below is an outline of how Lewins change model including the driving and resisting

forces of the potential additional service.

Change Model for Telephone & E-Mail Reference Service

Proposal for e-mail reference services

Unfreezing

Identify driving and resisting forces

Driving Forces

increased in reference statistics provide better reference services address a new audience


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Resisting Forces

cannot afford staff resources decrease in library visits

Change

Communicate need for better customer service

Get small group of individuals committed to help with training Devote extra energy to those who have difficulty accepting the new task

Addition of services accepted

Refreezing

Keep communication lines open

Reinforce the change by communicating positive results of the change Celebrate success in the organization - thank members for commitment

REGISTRATION PROCEDURE ..........................................................SECTION D, #2B

It is policy that any individual who lives, owns property, works or goes to school

in New York State is entitled to a free Queens Library Card. The February 2006

registration policy has significantly changed from the outdated December 2003 policy.

In order to expedite the process of registration the library has eliminated particular stages

to obtaining a library card, a) Applicants prior to February 2006 needed to complete a

postcard that would be mailed to their home, on recent of this postcard they were required

to present the postcard along with proof of signature, address and photo I.D. b) If the

applicant wishes to take out two items, they would have to present the acceptable

identification at that time.

The current policy allows new customers to immediately receive their library card

if they can provide acceptable identification. The acceptable identification list has

increased to accommodate those individuals that may live with relatives, or other living


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conditions that would in the past have halted the registration procedure. Customer that

does not have acceptable identification will not be given a library card and asked to

return with the proper I.D.

The new changes to the policy incorporate the New Customer customers can

now begin the registration procedure on-line, at the libraries website

www.queenslibrary.org. Customers will receive their card in the mail with a welcome

packet that includes the libraries borrowing privileges. This method allows customers to

engage in all the libraries on-line activities.

Managing data input can be challenging, ensuring that data entry is correct can be

a difficult task this challenge has increased due to customer input of data. The registration

policy includes a procedure for verification of data input, however a second step is now

necessary to ensure that customer data input is correct.

Below is an outline of how Lewins change model including the driving and resisting

forces of the proposal for internet registration:

Change Model for Internet Registration

Proposal for internet registration

Unfreezing

Identify driving and resisting forces

Driving Forces

increase in membership time saving dropping membership

Resisting Forces

increase in work


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CHAPTER 5CONCLUSIONS AND RECOMMENDATIONS

Conclusions

It has been concluded that The Queens Library uses those strategies and the

various suggested methods of leading change by conducting Directors talks to share

new visions get staff feedback. Other methods that have bee incorporated are

leadership teams, strategic management teams. Revisions to policy are made very clear,

outlining and targeting the specific changes and why are noted in the memo given to

staff as noted in Appendix A.

After the examination of documents it has been understood that the

Queens Library has tried to incorporate Lewins three step change model and Force

Field analysis models to drive change using its Policies and Procedure. The Queens

Libraries development of Policy and Procedures have a pattern that follows Kotters

Eight stages of change preparing staff for change can be challenging, however I feel

that the library spends a great deal of time through various formats to prepare staff for

change.

Recommendations

The researcher would like to take this study a step further and survey the

employees of the Queens library in order to find if effective change management occurs

to suppress resistance to change during organizational change and the implementation

of new technologies.


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APPENDIX APOLICY AND PROCEDURES OF THE QUEENS LIBRARY


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POLICY & PROCEDURE MANUAL SECTION B, #7 P. 1 of 3

ADMINISTRATIVE MEMOS AND

POLICIES/PROCEDURESISSUED: SEPTEMBER 2002

ADMINISTRATIVE OFFICE

AApppprroovviinngg AAuutthhoorriittyy:: LLiibbrraarryy DDiirreeccttoorr

PPOOLLIICCYY

In order to improve communication, promote consistent and fair application of libraryrules and regulations, and enhance the effectiveness of its operations and the performanceof its employees, the Queens Borough Public Library is committed to developing policiesand procedures that are clearly written and accessible to all staff.

It is the responsibility of each agency head to: (a) biannually review policies issued bytheir agency and update them, as needed; (b) ensure that staff are familiar with andunderstand all current policies and procedures; and (c) make these documents freelyavailable to staff at all times.

GGEENNEERRAALL IINNFFOORRMMAATTIIOONN

II.. FFoorrmmaattss::

In general, policies and procedures will be issued in one of the following formats:

Administrative Memo (Only to be used in emergency situations, as approved bythe Library Director.)

Policy/Procedure (To be used when frequent changes are not anticipated.)

Manuals, other than curriculum specific training documents.(Examples of manuals include, but are not limited to, Employee Handbooks andBranch Operations Manuals.)

Note: TSD and ESD Memos will be incorporated into the Policy & Procedure Manual orAdministrative Memos and will no longer be maintained separately.

IIII.. DDeeffiinniittiioonnss::

Policy: Statement of guiding principle, plan, or course of action intended toinfluence and determine decisions, actions, behaviors, or other matters.

Procedure: A series of steps taken to accomplish an end; a series of stepsfollowed in a regular definite order; a way of performing or effecting operations.


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POLICY & PROCEDURE MANUAL SECTION D, #2B

REGISTRATION PROCEDURE ISSUED: FEBRUARY 2006

CEL/CLS

PROCEDURE

I. ISSUING LIBRARY CARDS

1. Applicants must fill out and sign an Account Registration Form.

2. Check the Account Registration form for name, current resident address,date of birth, personal identification number (PIN), and signature.

3. Customers must show acceptable ID (see Section D, #2A) before a libraryaccount is set up and a library card prepared.

4. Search for a customer record in Borrower Services, using first theapplicant's name, then the address. If a matching record is found, treat theapplication as a lost card. (See Section IV.)

5. If a customer record is not found in Borrower Services continue theregistration process. Remember to ask the customer to enter their 4 digitPersonal Identification Number (PIN) in the top right hand corner of theform in the tear off section. At the end of the process, this should be tornoff and given to the customer for their records.

NOTE: Young adults (at least age 12 and/or 7th

grade and up) mustprovide proof of age or grade level in order to apply for unrestrictedborrowing privileges. Juveniles (age 11 or below the 7

thgrade) must be

accompanied by a parent or guardian who resides at the same address inorder to complete the registration process. The parent or guardian mustsign and check the open access statement, sign the application, and assumeliability for fines and lost materials.

6. Register the applicant in Borrower Services using:

a. The AD command or scanning the assigned barcode label number fora new customer, OR, in BORREG/Full Borrower Registration, withthe Add New Borrower Option.

7. Write the expiration date on the back of the card and give the card to thecustomer.

8. Ask the customer to sign the card.


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VIII. INACTIVE LIBRARY CARDS

A customer who presents an inactive library card must be asked to verify name andaddress verbally.

A. If there is no discrepancy, items may be charged out.

B. If there is a discrepancy, follow procedure for "Change of Name andAddress".

IX. ONLINE APPLICATIONS

A. Customers may register online for a Queens Library account by filling out theAccount Registration form online and submitting it electronically toCirculation Services.

1. Print out completed Account Registration forms.

2. Search for the customer's record using name and/or address in BorrowerServices to determine if customer already has a card. If a matchingrecord is found, notify the customer by email that an account alreadyexists and that he/she should visit any Queens Library with acceptable IDto make changes.

3. If no matching record is found, treat the customer as a new applicant andprepare the library card. (See Section I Issuing Library Cards).

4. Mail library card with new member packet to the customer.

X. VERIFICATION OF CUSTOMER INPUT

A. Check registration forms for accuracy in BORREG, using the ChangeCustomer Record option.

1. Compare the record on the terminal to the application and "Change..."forms.

2. If an entry is incomplete or incorrect, re-enter the correct information andreturn the form(s) to the Customer Verification File.

B. Discard the applications and "Change..." forms when the information storedin the terminal is accurate.

Revises: December 2003 CEL/ESD Policy & Procedures Section D, #2B


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POLICY & PROCEDURE MANUAL SECTION D, #2D

Reciprocal Use of Brooklyn Public Library and New YorkPublic Library Cards

ISSUED: FEBRUARY 2005CEL/ESDApproving Authority: Library Director

POLICY

Customers must have a Queens Library Account in order to borrow material from the Queens PublicLibrary.

Queens Library takes pride in promoting the use of its services through the issuance of a Queens Librarycard. In some cases, however, a Queens Library customer may wish to use an existing Brooklyn PublicLibrary (BPL) or New York Public Library (NYPL) card, instead of a Queens Library card, to chargematerials against their Queens Library Account.

In keeping with our mission to provide customers with quality service at all times,Queens Librarycustomers may use a BPL or NYPL card to check out materials against a Queens Library account.

PROCEDURE

I. REGISTRATION

When registering for a Queens Library account, customers who already have a BPL or NYPL card maychoose not to have their own Queens Library Card. If a customer chooses this option, staff membersshould have the customer fill out the registration form, begin the regular registration process as indicated inPolicy & Procedure Manual, Registration Policy, Section D #2A and then follow the procedures listedbelow:

1. Search for a customer record in Borrower Services on DRA using first the applicantsname, then the address, and then the SS# if available.

2. If a matching customer record is not found, set up a new borrower account in DRA and ask

the customer for their BPL or NYPL library card.

3. Enter the bar code number from the customers BPL or NYPL library card into the DRAsystem. This links the BPL or NYPL card number to the Queens Library account.

4. The customers BPL or NYPL library card can now be scanned to borrow materials againsttheir QBPL account in the DRA system.

If a matching customer record is found after the search is done in Borrower Services on DRA, customershave the option of replacing their existing Queens Library cards with a BPL or NYPL card. Should thecustomer choose this option, staff members should follow the procedures listed below:

- Notify the customer that there is an existing QBPL account and that the QBPL LibraryCard number must be cancelled before the BPL or NYPL card can be used.

- If the customer agrees, cancel the QBPL Library Card number.

- Notify the customer that QBPL Library Card is no longer valid for borrowing material.

- Follow procedures #3 and #4 listed above.

II. LOST CARDS AND CHANGE OF RECORD


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QUEENS FOR KIDS


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APPENDIX EPUBLIC WEBSITE

THE QUEENS LIBRART STRATEGIC DIRECTIONS


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APPENDIX FSTAFF WEBSITE

STRATEGIC FRAMEWORK


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Bridges, W. (1991). Managing transitions: Making the most of change. Reading, MA:Addison-Wesley.

Davidson, J. (2002). Overcoming resistance to change.Business Management, 21-23.

de Jager, P. (1996). Resistance to Change: A New View of an Old Problem.Futurist, 35(3), 24. Retrieved Sunday, November 19, 2006 from the AcademicSearch Premier database.

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French, W.L. and Bell, C.H. Jr., (1999). Organization Development: Behavioral ScienceInterventions for Organization Development. Saddle River, N.J.: Prentice-Hall, Inc.

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Jarrett, M. (2003). The seven myths of change management.Business Strategy. RetrievedSunday, November 19, 2006 from the Business Source Premier database.

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Lakos, A., & Phipps, S. E. (2004). Creating a culture of assessment: a catalyst fororganizational change. Portal:Libraries and the Academy, 4, Retrieved November 30,2006, fromhttp://muse.jhu.edu/journals/portal_libraries_and_the_academy/v004/4.3lakos.html.

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Change Policy

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Transcript of Change Policy