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 Brody Queens College Flushing, New York 2007

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

C. Change .............................................................................................................11 I. II. III. IV. V. VI. Unplanned versus Planned Change..................................................... 11 Implementation....................................................................................15 Managing change.................................................................................16 Change in action..................................................................................18 Change and leadership theories...........................................................19 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 ONE INTRODUCTION 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 Strategic initiatives?

CHAPTER 2 LITERATURE 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
A Birdseye View of Libraries Today

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).

The Changing Nature of the Library User

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).
The Changing Role of Staff

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).
Unplanned Versus Planned Change

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.
Step Change

Incremental Change

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.

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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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Implementation

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

Managing change

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. Teacherlibrarians 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).

Change in Action

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).

Change and Leadership Theories

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. 2. 3. Allowing to much complexity Failing to build a substantial coalition Understanding the need for a clear vision

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4. 5. 6. 7. 8.

Failing to clearly communicate the vision Permitting roadblocks against the vision Not planning and getting short-term wins Declaring victory too soon 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 Create a coalition Assemble a group with enough power to lead the change effort Encourage the group to work as a team Develop a clear vision Create a vision to help direct the change effort Develop strategies for achieving that vision Share the vision Use every vehicle possible to communicate the new vision and strategies Teach new behaviors by the example of the guiding coalition 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 Secure short-term wins Plan for visible performance improvements Creating those improvements Recognize and reward employees involved in the improvements 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 Anchor the change Articulate the connections between the new behaviors and organizational success Develop the means to ensure leadership development and succession (Kotter, 1996)

2.

3.

4.

5.

6.

7.

8.

Libraries and Organizational Development

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 behavioralscience 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 3 METHODS AND PROCEDURES Site The site, in which my research will be performed, is The Queens Library. The Queens Library System serves a book-hungry population of 2.2 million from 63 community libraries, a Central Library and 6 Adult Learning Centers. It has circulated more books and other library materials than any other library system in the country since 1994, and is the second largest public library in the U.S. in terms of size of collections. In Fiscal Year 2006, 20.2 million items were circulated, and in-person attendance was 13.9 million people. There were 794,000 active borrowers in FY 2006. The Queens Library is well known for their free programs, 495,000 people attended 24,500 programs in the fiscal year 2006. There were 87,365 new borrowers in FY 2006, a record. There are more than 1400 individuals employed at the Queens Library, some of those individuals are responsible for answering 11.5 million reference and directional inquiries, and has more than more than 6.8 million items in its collections.

Methods This study uses a descriptive and predictive research design by conducting a documentary analysis of the Policy and Procedures of The Queens Library and its strategies of change. Research has been conducted to uncover the meaning of change as it applies to a library environment.

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Procedures The foundation of the paper relies on the conclusion drawn by renowned psychologist Kurt Lewin and his theories of change. Implementation of change differs from one organization to another; this study examines the motivation of the Queens Library as it applies to change. Current Policies and Procedures pertaining to Technology and Customer service were examined to understand where in the Queens Libraries strategies these Policies created a change.

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CHAPTER 4 DATA 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, An Administrative Memo is normally used when changes in Policy/Procedures are anticipated or will be required within two years of the date issued. POLICY is defined as a statement of guiding a principle, plan, or course of action intended to influence and determine decisions, actions, behaviors, or other matters. PROCEDURE is 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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It is no phenomenon how a policy is created; it is the Department Heads responsibility to research relevant documents from internal and external sources, e.g. Customer surveys, corroboration with the Leadership Team, Strategic Manager, in order to comply with the libraries organizational and strategic directions. Whether it has been decided to create an Administrative Memo or a Policy/Procedure, the development of the document follows a work-flow like process. You will begin to see the resemblance of Kotters eight stages of leading stage, the first phase of creating a policy is the establishment of urgency. Please see the diagram below:

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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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Change Model for Organization Fee Increase Proposal for fee increase Unfreezing Identify driving and resisting forces Driving Forces

increased expenses decreased external funding dropping membership

Resisting Forces

cannot afford it increase not justifiable Change

Communicate need for fee increase to membership

Get small group of individuals committed to increased fees to help Devote extra energy to those who have difficulty accepting the fee increase Negotiate better services for increased fees

Fee increase 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

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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 email 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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unreliable data increase in costs Change

Communicate need internet registration

Get small group of individuals committed to increased fees to help Devote extra energy to those who have difficulty accepting the fee increase Negotiate better services for increased fees Internet registration 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

NEW POLICIES

RECIPROCAL OF BROOKLYN AND NEW YORK LIBRARY CARDS......February 2005

Customers must have a Queens Library in order to check out materials, and access on-line materials. In some cases a customer may wish to use an existing Brooklyn (BPL) or New York Public Library card (NYPL), instead of a Queens Library card to charge materials against their Queens account. In keeping up with the mission to provide quality service at all times, Queens Library customers may use a BPL or NYPL card against a Queens Library account. Procedure In order to use your BPL or NYPL card at Queens Library you will still need to follow the procedures for obtaining a Queens Card (follow the registration procedure outlines in Policy Section D#2A), a) if the customer does not have a Queens card, fill out the registration form and use the barcode of the BPL or NYPL card. b) if a matching

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record is found 1) notify the customer that there is an existing account, he or she may choose to update that account or 2) remove the Queens Library barcode from the account and replace it with the BPL or NYPL barcode. Also please note that is the Queens account is delinquent all outstanding debt must first be resolved before issuing a card or replacing the account. There are several other procedures involved with managing an account using a BPL or NYPL card: If you have lost your BPL or NYPL card you must first replace it at that agency You then can update the information at Queens or apply for a Queens card If a Queens account expires even though it is a BPL or NYPL card the account must be updated using the procedure in Section D #2 This policy is an example of how the Queens Library implements it Mission, Vision and values using a planned approach.

READ DOWN YOUR FINES...............................................................SECTION D, #29 In furtherance of the Queens Librarys mission to promote reading and to support the development of children and youth, children through age 16 may enroll in a Read Down Your Fines program. Procedure Young people will get credit for reading to themselves or another person in hour increments. For each hour of reading times they will be issued a nontransferable (fines must be accrued on individuals card only) Library Buck. If the youngster requires a reading buddy, both parties will earn Library Bucks for the hour session, to be applied to the youngsters card.

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CHAPTER 5 CONCLUSIONS 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 A POLICY AND PROCEDURES OF THE QUEENS LIBRARY

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APPENDIX B REVISED POLICY AND PROCEDURES OF THE QUEENS LIBRARY

POLICY & PROCEDURE MANUAL SECTION A, #1 ISSUED: AUGUST 1993 MISSION STATEMENT ADMINISTRATIVE OFFICE Mission Statement of the Queens Borough Public Library The mission of the Queens Borough Public Library is to provide quality services, resources, and lifelong learning opportunities through books and a variety of other formats to meet the informational, educational, cultural, and recreational needs and interests of its diverse and changing population. The Library is a forum for all points of view and adheres to the principles of intellectual freedom as expressed in the Library Bill of Rights formulated by the American Library Association. Adopted January 1991

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POLICY & PROCEDURE MANUAL ADMINISTRATIVE MEMOS AND POLICIES/PROCEDURES

SECTION B, #7 P. 1 of 3
ISSUED: SEPTEMBER 2002 ADMINISTRATIVE OFFICE
Approving Authority: Library Director

POLICY In order to improve communication, promote consistent and fair application of library rules and regulations, and enhance the effectiveness of its operations and the performance of its employees, the Queens Borough Public Library is committed to developing policies and procedures that are clearly written and accessible to all staff. It is the responsibility of each agency head to: (a) biannually review policies issued by their agency and update them, as needed; (b) ensure that staff are familiar with and understand all current policies and procedures; and (c) make these documents freely available to staff at all times. GENERAL INFORMATION I. Formats:

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 by the 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 and Branch Operations Manuals.) Note: TSD and ESD Memos will be incorporated into the Policy & Procedure Manual or Administrative Memos and will no longer be maintained separately. II. Definitions: Policy: Statement of guiding principle, plan, or course of action intended to influence and determine decisions, actions, behaviors, or other matters. Procedure: A series of steps taken to accomplish an end; a series of steps followed in a regular definite order; a way of performing or effecting operations.

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POLICY & PROCEDURE MANUAL ADMINISTRATIVE MEMOS AND POLICIES/PROCEDURES

SECTION B, #7 P. 2 of 3
ISSUED: SEPTEMBER 2002 ADMINISTRATIVE OFFICE

PROCEDURE I. A. Preparation of Administrative Memos and Policies/Procedures: Department Head (or designee) prepares draft of original or revised Administrative a Memo Policy/Procedure or Manual, as follows: 1. 2. selects the appropriate format (Admin. Memo, Policy/Procedure, or Manual); researches relevant documents (from both internal and external sources, e.g. library memos and policies, material from other libraries, etc.) and incorporates as appropriate into new text; prepares text of draft; consults other staff/agencies, as needed; asks two other Dept. Heads (preferably those whose operations will be most affected) to review the draft for inclusiveness, coherence, clarity, and for potential problems; Department Head revises first draft, incorporating information/suggestions obtained; Department Head forwards the draft to the Director, Deputy Directors, Department Heads and General Counsel for review and places the policy/procedure on the next available department head meeting agenda for discussion; Department heads shall discuss and recommend any necessary revision to the draft policy/procedure.

3. 4. 5.

6.

7.

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POLICY & PROCEDURE MANUAL ADMINISTRATIVE MEMOS AND POLICIES/PROCEDURES

SECTION B, #7 P. 3 of 3
ISSUED: SEPTEMBER 2002 ADMINISTRATIVE OFFICE

B.

After review by General Counsel, the Director makes final determination on content. Under no circumstances shall policies, procedures, administrative memos or manuals be distributed without the express approval of the Library Director. Any policies and procedures requiring the approval of the Board of Trustees will be presented to them following established procedures. General Counsels Office will: 1. add approved documents to the appropriate indices. 2. 3. make documents available for duplication and distribution. prepare documents in HTML and post them on the staff website.

C.

D.

II. A.

Maintenance of Print Manuals and Electronic Archives of Administrative Memos Policies/Procedures and Manuals: The General Counsels Office and the Human Resources Department maintain official, up-to-date print copies of the Policy/Procedure Manual, Administrative Memo binder and Manuals. An archive of all outdated policies/procedures are maintained by the General Counsels Office for future reference and consultation. The Public Relations Department is responsible for maintaining a master file of original print (paper) copies of Policies/Procedures, Administrative Memos and Manuals sent to them for systemwide duplication and distribution. Every agency is responsible for maintaining its own Policy/Procedure Manual and Administrative Memo binder. Replacement copies of documents are accessible for reading and printing from the Library's staff web page. Department Heads should send requests for additional copies of the entire Policy/Procedure Manual or Administrative Memo binder to the Public Relations Department. Revises: July 1997 Policy & Procedures Section B#7

B.

C.

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POLICY & PROCEDURE MANUAL REGISTRATION PROCEDURE

SECTION D, #2B 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 library account is set up and a library card prepared. 4. Search for a customer record in Borrower Services, using first the applicant's name, then the address. If a matching record is found, treat the application as a lost card. (See Section IV.) 5. If a customer record is not found in Borrower Services continue the registration process. Remember to ask the customer to enter their 4 digit Personal Identification Number (PIN) in the top right hand corner of the form in the tear off section. At the end of the process, this should be torn off and given to the customer for their records. NOTE: Young adults (at least age 12 and/or 7th grade and up) must provide proof of age or grade level in order to apply for unrestricted borrowing privileges. Juveniles (age 11 or below the 7th grade) must be accompanied by a parent or guardian who resides at the same address in order to complete the registration process. The parent or guardian must sign and check the open access statement, sign the application, and assume liability for fines and lost materials. 6. Register the applicant in Borrower Services using: a. The AD command or scanning the assigned barcode label number for a new customer, OR, in BORREG/Full Borrower Registration, with the Add New Borrower Option.

7. Write the expiration date on the back of the card and give the card to the customer. 8. Ask the customer to sign the card.

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9. The customer now has a library card with full borrowing privileges and the registration process is successfully completed. 10. Put the Account Registration Form in the Customer Verification File. (See Section III Registration Files). 11. Customers who do not present acceptable IDs at the time of registration will not be issued library cards. The customer must return to the library with acceptable IDs to be issued a library card.

OPENING ACCOUNTS FOR JUVENILE APPLICANTS WHO ARE YOUNGER THAN AGE 12 OR BELOW THE 7TH GRADE. 1. To open an account, juvenile applicants who are younger than age 12 or below the 7th grade must be accompanied by a parent or guardian who lives at the same address. 2. The parent/guardian must fill out and sign an Account Registration Form. Remember that the child is not required to sign the form. 3. Search for a customer record in Borrower Services using first the applicant's name, then the address. If a matching record is found for the applicant, treat the application as a lost card. (See Section V.) 4. Ask the parent to provide documentation to verify the childs identity such as birth certificate or a social security card. 5. Have parent/guardian check off the option approving or restricting borrowing privileges. NOTE: A parent or guardian may restrict their minor childs borrowing privileges to childrens videos only, with unrestricted borrowing privileges for print library materials, by writing the Library Director.

6. Register the new applicant in: a. Borrower Services, using the AD command; or by scanning the assigned barcode label number, or, b. BORREG/Full Borrower Registration, with the Add New Borrower Option.

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7. Mark the expiration date of the card for the date the child reaches age 12 or in the calendar year the child enters the seventh grade. 8. Ask applicant or parent/guardian to sign library card. Write the expiration date on the back of the card and give the card to the customer. 9. The customer now has a library card with full borrowing privileges and the registration process is successfully completed. II. CLASS VISITS A. When scheduling a class visit, inform the teacher that the students may be preregistered for a library card at the time of the class visit. The parent identification verification are waived and the teachers roll of student names and address is substituted. The teacher is required to do the following: 1. Pick up the Librarys Account Registration Forms. NOTE: Applications may be mailed to the teacher upon request. 2. Insure that applications are correctly filled out and that open access statements and application forms are signed and checked by a parent or guardian who resides at the same address. C. When processing class visit applications, check for the following: 1. Determine that there is a signed and checked open access statement and signature of parent/guardian for each application. NOTE: If there is no valid open access statement or parent/guardian signature, do not continue processing the application. A library card may not be issued. 2. Search for a library record in Borrower Services, using first the applicant's name, then the address, and then the SS# if available. If a matching record for the applicant is found, treat the application as a lost card. 3. If the applicant is not listed, register him/her in BORREG/Full Borrower Registration, using the Add New Borrower option. 4. If the library cards are ready, issue them at the end of the class visit. III. REGISTRATION FILES A. Change File - This file holds "Change of Customer Information" forms, which must be completed on a terminal.

B.

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1. Do not file in any particular order. 2. Data should be entered daily. No "Change..." form should stay in the file for more than two days. a. Use the CH (change) command in Borrower Services to update name, address, and phone # and pin # from the "Change..." form. 3. After data entry, Change forms are placed in the Customer Verification File (See B, below). B. Customer Verification File - This file contains applications and "Change..." forms to be checked for accuracy on the terminal. 1. Use the Change Borrower Record option in BORREG/Borrower Full Registration to verify data entries on the terminal. 2. Scan the barcode on the application to display the customer record. 3. If the customer data is correct, shred the applications and "Change..." forms. 4. If the customer data is incorrect or missing, make the changes on the screen. C. Open Access File - This file holds signed and checked open access statements. 1. Make sure that the child's name is printed in the space provided on the Open Access Statement form. 2. Print the year that the juvenile will be entering the seventh grade next to the name on the open access statement form.. 3. File open access statement forms by year and the customer's last name within the year. 4. Weed each year during July. IV. REPLACEMENT OF LIBRARY CARD OR CHANGE OF RECORD A. Lost, stolen or mutilated cards 1. Search for the customer's record in Borrower Services using his/her name and/or address.

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2. Check the status of the customer's record in Borrower Services using the S (Status) command. Further details can be obtained from H (has now list) and/or F (Fines List). Resolve all outstanding fines and overdue items before issuing a new card. NOTE: Before accepting Claims Returned(s) for items shown as outstanding, the procedure for Claims Returned should be followed. 3. Ask the customer to present acceptable identifications before beginning the process for issuing a new card. 4. Customers who do not present acceptable IDs at this time will not be issued library cards. The customer must return to the library with acceptable IDs to be issued a library card. 5. Ask the customer to complete a "Change of Customer Information/Lost Card" form (202.6). 6. Place a check in the "lost card" box for lost, stolen, or mutilated cards. 7. Charge the customer the $2.00 replacement fee, except in the cases of normal wear, or when the customer has been the victim of a crime. (See Collection Access Policy, p.2) 8. Remove the customer's number in Borrower Services using the N (New Card) command. "Enter new card number". 9. If the customer is a juvenile, check the registration class on the borrower half-screen, or check the Open Access File. If the juvenile is listed as OA (for Open Access) on the terminal, or a form is found in the Open Access File, issue an adult library card. 10. Issue the library card to the customer following procedures for issuing a library card (See Section I Issuing Library Cards.) B. Change of Customer Account Information 1. Ask the customer for acceptable identifications verifying the change (See Collection Access Policy Section D #2A). If the identifications are not satisfactory, ask the customer to make the change when he/she has acceptable identifications.

2. When a customer notifies an agency of a change but cannot produce acceptable identifications. Place a message in the Notes field using CH (Change) in Borrower Services. This will alert other staff of the need to update the record.

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3. If IDs are satisfactory, ask the customer to complete a "Change..." form (202.6), providing old and new data. Enter the customer barcode number. 4. Check the customer number for delinquencies. Inform the customer of the delinquencies, but even if they are not resolved, proceed with the record update. Do not, however, override thresholds set by the system to lend material to a delinquent customer. 5. Changes must be entered immediately. Return the library card to the customer and place the "Change..." form in the Registration Completion File. 6. Do not forward the "Change..." forms for customers with cards from other agencies. Most customer records can be updated quickly and easily in Borrower Services using the CH (change) command. VI. EXPIRED LIBRARY CARDS A. When a customer's card expires, do not override to issue items. NOTE: All outstanding fines and overdue items must be resolved before the expiration date is updated and items are issued. B. Ask the customer to complete the Account Registration Form. Check the customer record in BORREG/Borrower Full Registration for accuracy of name and address. If there is no change, or the customer can verify the change with acceptable identifications, continue. 1. If the present barcode is readable, update the expiration using the V (Verify) command in Borrower Services. 2. If the present barcode has become worn and difficult to read, issue a new card using the N (New Card) command in Borrower Services. a. b. c. At the "Enter New Card Number" prompt, scan the new barcode. Enter V (Verify) to update the expiration. Write the expiration date on the back of the card and ask the customer to sign the library card.

C.

If the customer does not have acceptable identifications to verify a change, ask him/her to return with acceptable IDs to renew the library card.

VII. FORGOTTEN LIBRARY CARDS Forgotten library cards should be handled as lost cards. (See Section IV Part A: Lost Cards)

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VIII. INACTIVE LIBRARY CARDS A customer who presents an inactive library card must be asked to verify name and address verbally. A. B. If there is no discrepancy, items may be charged out. If there is a discrepancy, follow procedure for "Change of Name and Address".

IX. ONLINE APPLICATIONS A. Customers may register online for a Queens Library account by filling out the Account Registration form online and submitting it electronically to Circulation Services. 1. Print out completed Account Registration forms. 2. Search for the customer's record using name and/or address in Borrower Services to determine if customer already has a card. If a matching record is found, notify the customer by email that an account already exists and that he/she should visit any Queens Library with acceptable ID to make changes. 3. If no matching record is found, treat the customer as a new applicant and prepare 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 Change Customer 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 and return the form(s) to the Customer Verification File. B. Discard the applications and "Change..." forms when the information stored in the terminal is accurate.

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

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POLICY & PROCEDURE MANUAL Reciprocal Use of Brooklyn Public Library and New York Public Library Cards

SECTION D, #2D ISSUED: FEBRUARY 2005 CEL/ESD Approving Authority: Library Director

POLICY
Customers must have a Queens Library Account in order to borrow material from the Queens Public Library. Queens Library takes pride in promoting the use of its services through the issuance of a Queens Library card. In some cases, however, a Queens Library customer may wish to use an existing Brooklyn Public Library (BPL) or New York Public Library (NYPL) card, instead of a Queens Library card, to charge materials against their Queens Library Account. In keeping with our mission to provide customers with quality service at all times, Queens Library customers 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 may choose not to have their own Queens Library Card. If a customer chooses this option, staff members should have the customer fill out the registration form, begin the regular registration process as indicated in Policy & Procedure Manual, Registration Policy, Section D #2A and then follow the procedures listed below: 1. 2. 3. 4. Search for a customer record in Borrower Services on DRA using first the applicants name, then the address, and then the SS# if available. 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. Enter the bar code number from the customers BPL or NYPL library card into the DRA system. This links the BPL or NYPL card number to the Queens Library account. The customers BPL or NYPL library card can now be scanned to borrow materials against their QBPL account in the DRA system.

If a matching customer record is found after the search is done in Borrower Services on DRA, customers have the option of replacing their existing Queens Library cards with a BPL or NYPL card. Should the customer choose this option, staff members should follow the procedures listed below: II. Notify the customer that there is an existing QBPL account and that the QBPL Library Card 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.

LOST CARDS AND CHANGE OF RECORD

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The Queens Library is not responsible for lost BPL or NYPL cards. However, if a customer loses a BPL or NYPL card that he/she is using with a Queens Library Account, the customer may choose, at that time, to have a Queens Library Card issued at NO COST. (See Lost Cards and Change of Record Registration Policy Section D #2). III. EXPIRED LIBRARY ACCOUNTS

Queens Library cards and accounts are up for renewal every five years. Customers using BPL or NYPL cards may have current cards but expired QBPL accounts. Staff should follow procedures for (Expired Library Cards- Registration Policy Section D #2).

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POLICY & PROCEDURE MANUAL

SECTION D, #17

INFOLINE: TELEPHONE & E-MAIL REFERENCE SERVICE

ISSUED: AUGUST 2003 CUSTOMER SERVICES Approving Authority: Library Director

POLICY

InfoLine Telephone and E-mail Reference Service assists those customers who need quick and ready access to information but who are unable to travel to the Queens Borough Public Library. In filling these functions, Information Services staff provides: 1. Ready reference telephone and e-mail service to satisfy the brief, factual needs of a remote population. Service does not include contest, quiz or puzzle questions, or legal, medical or other professional advice.

2.

Screening of questions for referral to the appropriate subject divisions or to relevant outside agencies. Questions requiring lengthy responses are referred to the appropriate subject source or agency. (Restrictions apply.)

3. 4.

FAX service to customers who are residents of New York State. Mediated online search service to customers when other resources of the Library have been unable to provide satisfaction and the request is evaluated as suitable for database searching.

Telephone Reference service will be provided from 10:00 A.M. to 8:45 P.M., Monday through Friday, and from 10:00 A.M. to 5:15 P.M. on Saturday. E-Mail Reference questions will be answered within 2-3 business days. Questions received on Friday will be answered by Tuesday of the following week. Revises: September 1995 Policy & Procedures Section D, #17

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POLICY & PROCEDURE MANUAL

SECTION D, #29

READ DOWN YOUR FINES

ISSUED: SEPTEMBER 2005 ADMINISTRATIVE OFFICE

Approving Authority: Board of Trustees

POLICY: In furtherance of the Librarys mission to promote reading and to support the development of children and youth, children through age 16 may enroll in a Read Down Your Fines program so that for each half-hour of documented reading in the library (to themselves or others) children shall have $1 in outstanding fines and fees reduced. PROCEDURE: 1. Young people will get credit for reading to themselves or another person in hour increments. For each hour of reading time they will be issued a non-transferable Library Buck for $1 credit towards their fines and fees. Young people up to age 16 may participate. Any print material may be read for credit, this includes books, magazines, websites, etc. in any language. While sustained silent reading is the expected model, adult, teen or child volunteers may be recruited to listen to youngsters read aloud and keep track of time read. They may also read to and with younger children to provide tutorial and modeling support for new readers. If eligible youngsters are used as reading buddies both partners will be eligible to earn Library Bucks for the same time. Youngsters will sign in at the information desk where the start and finish times will be noted. For each hour read, the librarian will issue a non-transferable coupon (One Library Buckitem # F05A, available as a supply item). When presented at the clerical desk, the customer will be credited $1 for each Library Buck turned in. The Finance procedure for reporting fines and fees waived by Library Bucks will have the dollar amount entered on the waive log as XXLB. Agencies will report monthly statistics (number of participants, dollar amount of fines waived and number of cards cleared) on the first day of the month for the preceding month per the Read Down Your Fines form on the staff statistics page. Library buck credit can be used for any items charged to a customers own circulation account (fines lost or damaged materials, library cards, etc.). The Librarian in charge may still waive fines and fees as outlined in Policy D#5.

2. 3.

4.

5.

6.

7.

8.

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QUEENS FOR KIDS

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APENDIX D
PUBLIC WEBSITE THE QUEENS LIBRARY MISSION, VISION, AND VALUES

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APPENDIX E
PUBLIC WEBSITE

THE QUEENS LIBRART STRATEGIC DIRECTIONS

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APPENDIX F STAFF WEBSITE STRATEGIC FRAMEWORK

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REFERENCES Beckhard, R. (1969). Organization development: Strategies and models. Reading, MA: Addison-Wesley. Byvelds, R. (1997). Understanding change. Retrieved May 27, 2007, from OMAFRA website Web site: http://www.omafra.gov.on.ca/english/rural/facts/91-014.htm 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 Academic Search Premier database. Dent, E. B., & Goldberg, S. G. (1999). Challenging Resistance to change. The Journal of applied behavioral science, 35(1), 25-41. Retrieved December 3, 2006, from Management & Organization Studies: A SAGE Full-Text Collection database. Fidishun, D (2001). People servers vs. information providers: The impact of service orientation on technology training. Information technology and libraries, 20, Retrieved 04/28/2007, from http://elibrary.bigchalk.comproxy.queenslibrary.org/libweb/elib/do/document?se =mylist French, W.L. and Bell, C.H. Jr., (1999). Organization Development: Behavioral Science Interventions for Organization Development. Saddle River, N.J.: Prentice-Hall, Inc. Geller, E. (2002). Leadership to Overcome Resistance to Change: It Takes More Than Consequence Control. Journal of Organizational Behavior Management, 22(3), 29-49. Retrieved Sunday, November 19, 2006 from the Business Source Premier database. Hartzell, G. (2003). Change? who me? School Library Journal, 49(3), 41. Retrieved Sunday, November 19, 2006 from the Academic Search Premier database. Hernandez, C., & Leslie, D. (2000). When change hits the fan. Nonprofit Management & Leadership, 10(4), 451. Retrieved Sunday, November 19, 2006 the Business Source Premier database.

from

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Jarrett, M. (2003). The seven myths of change management. Business Strategy. Retrieved Sunday, November 19, 2006 from the Business Source Premier database. Jennings, D. (2004). Myths about change. CPA Journal, 74(4), 12-12. Retrieved Sunday, November 19, 2006 from the Business Source Premier database. Kirkpatrick, D. (2005). Managing change. Leadership Excellence, 22(11), 15-16. Retrieved Sunday, November 19, 2006 from the Business Source Premier database. Lakos, A., & Phipps, S. E. (2004). Creating a culture of assessment: a catalyst for organizational change. Portal: Libraries and the Academy, 4, Retrieved November 30, 2006, from http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v004/4.3lakos.html. Lewin, K (1951) Field theory in social science New York, Harper Row. Mabin, V., Forgeson, S., & Green, L. (2001). Harnessing resistance: using the theory of constraints to assist change management. Journal of European Industrial Training, 25(2-4), 168. Retrieved Sunday, November 19, 2006 from Business Source Premier database.

the

McLagan, P. A. (November, 2002). Change leadership today. Training & Development, Retrieved November 11, 2002, from http://store.astd.org/downloads/389533_76021126.pdf Markus, M. (2004). Technochange management: using IT to drive organizational change. Journal of Information Technology (Palgrave Macmillan), 19(1), 4-20. Retrieved Sunday, November 19, 2006 from the Academic Search Premier database. Martin, A. J., Jones, E. S., & Callan, V. J. (2005). The role of psychological climate facilitating employee adjustment during organizational change. European Journal of Work and organizational Psychology, 14, Retrieved November 11, 2006, from http://www.tandf.co.uk/journals/pp/1359432x.html. Mercer, M. (2001). Managing employees who resist or rebel. Change Management, 52(4), 16. Retrieved Sunday, November 19, 2006 from the Business Source Premier database. Mosenkis, S. L. (2002). Coping with change in the workplace. Information Outlook Queens Library Policy and Procedure Manual Ranganathan, S. R. (1957). The five laws of library science. London: Blunt and Sons. Robbins, Stephen. (2003).Organizational Behavior. 10th ed. Upper Saddle River, NJ: Prentice Hall.

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Rubin, R.E. (2004). Foundations of library and information science. New York, NY: Neal-Schuman Publishers. Scheirer, B (2000). The changing role of the teacher-librarian in the twenty-first century. Retrieved May 23, 2007, from uask Web site: http://uask.ca/education/coursework/802papers/scheirer/scheirer.htm Schwartz, C.A. (ED.). (1997). Restructuring academic libraries: Organizational development the wake of technological change (ACRL Publications in Librarianship No. 49). Chicago, Association of college and research libraries. Sullivan, M. (2004). The promise of appreciative inquiry in library organizations. Library Trends, 53(1), 218-229. Taking the initiative: The future of Ohio libraries. (2003) 16, Retrieved 04/24/2007, from http//elibrary.bigchalk.com/libweb/elib/do/document?set=search&groupid=1&requestid= lib_standard&r... Vann, J. (2004). Resistance to change and the language of public organizations: A look at clashing grammars in large-scale information technology projects. Public Organization Review, 4(1), 47-73. Retrieved Sunday, November 19, 2006 from the Academic Search Premier database.

Weiner, S. G. (2003). Resistance to change in libraries: application of communication theories. portal: Libraries and the Academy, 1, Retrieved November 30, 2006, from http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v003/3.1weiner.html. Wirth, R. A. (2004). Lewin/schein's change theory. Encarta, Retrieved November 11, 2006, from http://www.entarga.com/orgchange/lewinschein.pdf