Ola presentation to guide discussion includes personas

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  • Topics to be Explored:Teaching & learningOnline learning, changes in teaching, experiential learning, etc. TechnologyTop trendsDigitization & Digital mediaPublishing TrendsThe marketplace for educationAcademic research Scholarly communicationLearning spacesPhysical & virtual
  • Group Ground Rules:Your group will work most effectively when everyone:Respects each others’ opinions & perspectives Stays on time & on agenda topicContributes & ensures everyone is contributing (encourage & allow others to pause/think)Adopt a rule that each person has a maximum 8 minutes/meeting the “T” zone; in other words, to ensure that everyone contributes, everyone must limit their talking to 8 minutes (cumulative) throughout a 90 minute meeting. Some people need time to think, and to quietly consider what they want to contribute. Give them time. Another helpful guideline is to go around the room and ask for each person’s idea/contribution. Once someone has spoken, they can’t contribute again until it is their turn. These guidelines can be relaxed once a group is comfortable working together. Adopt them at the beginning as some people will be much more participative than others and we need to build a discussion environment that works for as many as possible. Acknowledges that everyone is busy and is doing their bestRecognizes that exploring is fun & thought-provoking, especially since we are in the Library sector
  • Group Ground Rules:Your group will work most effectively when everyone:Respects each others’ opinions & perspectives Stays on time & on agenda topicContributes & ensures everyone is contributing (encourage & allow others to pause/think)Adopt a rule that each person has a maximum 8 minutes/meeting the “T” zone; in other words, to ensure that everyone contributes, everyone must limit their talking to 8 minutes (cumulative) throughout a 90 minute meeting. Some people need time to think, and to quietly consider what they want to contribute. Give them time. Another helpful guideline is to go around the room and ask for each person’s idea/contribution. Once someone has spoken, they can’t contribute again until it is their turn. These guidelines can be relaxed once a group is comfortable working together. Adopt them at the beginning as some people will be much more participative than others and we need to build a discussion environment that works for as many as possible. Acknowledges that everyone is busy and is doing their bestRecognizes that exploring is fun & thought-provoking, especially since we are in the Library sector
  • Group Ground Rules:Your group will work most effectively when everyone:Respects each others’ opinions & perspectives Stays on time & on agenda topicContributes & ensures everyone is contributing (encourage & allow others to pause/think)Adopt a rule that each person has a maximum 8 minutes/meeting the “T” zone; in other words, to ensure that everyone contributes, everyone must limit their talking to 8 minutes (cumulative) throughout a 90 minute meeting. Some people need time to think, and to quietly consider what they want to contribute. Give them time. Another helpful guideline is to go around the room and ask for each person’s idea/contribution. Once someone has spoken, they can’t contribute again until it is their turn. These guidelines can be relaxed once a group is comfortable working together. Adopt them at the beginning as some people will be much more participative than others and we need to build a discussion environment that works for as many as possible. Acknowledges that everyone is busy and is doing their bestRecognizes that exploring is fun & thought-provoking, especially since we are in the Library sector
  • Group Ground Rules:Your group will work most effectively when everyone:Respects each others’ opinions & perspectives Stays on time & on agenda topicContributes & ensures everyone is contributing (encourage & allow others to pause/think)Adopt a rule that each person has a maximum 8 minutes/meeting the “T” zone; in other words, to ensure that everyone contributes, everyone must limit their talking to 8 minutes (cumulative) throughout a 90 minute meeting. Some people need time to think, and to quietly consider what they want to contribute. Give them time. Another helpful guideline is to go around the room and ask for each person’s idea/contribution. Once someone has spoken, they can’t contribute again until it is their turn. These guidelines can be relaxed once a group is comfortable working together. Adopt them at the beginning as some people will be much more participative than others and we need to build a discussion environment that works for as many as possible. Acknowledges that everyone is busy and is doing their bestRecognizes that exploring is fun & thought-provoking, especially since we are in the Library sector
  • Group Ground Rules:Your group will work most effectively when everyone:Respects each others’ opinions & perspectives Stays on time & on agenda topicContributes & ensures everyone is contributing (encourage & allow others to pause/think)Adopt a rule that each person has a maximum 8 minutes/meeting the “T” zone; in other words, to ensure that everyone contributes, everyone must limit their talking to 8 minutes (cumulative) throughout a 90 minute meeting. Some people need time to think, and to quietly consider what they want to contribute. Give them time. Another helpful guideline is to go around the room and ask for each person’s idea/contribution. Once someone has spoken, they can’t contribute again until it is their turn. These guidelines can be relaxed once a group is comfortable working together. Adopt them at the beginning as some people will be much more participative than others and we need to build a discussion environment that works for as many as possible. Acknowledges that everyone is busy and is doing their bestRecognizes that exploring is fun & thought-provoking, especially since we are in the Library sector
  • Group Ground Rules:Your group will work most effectively when everyone:Respects each others’ opinions & perspectives Stays on time & on agenda topicContributes & ensures everyone is contributing (encourage & allow others to pause/think)Adopt a rule that each person has a maximum 8 minutes/meeting the “T” zone; in other words, to ensure that everyone contributes, everyone must limit their talking to 8 minutes (cumulative) throughout a 90 minute meeting. Some people need time to think, and to quietly consider what they want to contribute. Give them time. Another helpful guideline is to go around the room and ask for each person’s idea/contribution. Once someone has spoken, they can’t contribute again until it is their turn. These guidelines can be relaxed once a group is comfortable working together. Adopt them at the beginning as some people will be much more participative than others and we need to build a discussion environment that works for as many as possible. Acknowledges that everyone is busy and is doing their bestRecognizes that exploring is fun & thought-provoking, especially since we are in the Library sector
  • Ola presentation to guide discussion includes personas

    1. 1. Ontario Library Association – Board DiscussionsJune 6, 2013rebecca@dysartjones.com;office@dysartjones.co.905 731 5836
    2. 2. 2This morning• Walk through the process• Stop to look at where we are• Discuss the trends impacting the market▫ Highlight the implications for OLA: what must OLAconsider changing? And consider continuing?• Explore how personas will identify OLA’s way forward• Agree to ongoing communication approach• Where to from here• When we’ll see you again….
    3. 3. 3Discussions depend on our:• Having one conversation/time• Wear our association level goggles• Assuming good intentions• Asking to better understand• Parking issues we need to look at later• Ability to laugh at ourselves & the situation
    4. 4. 4ProcessPhaseOne:Consult &FramePhaseTwo:Draft &TestPhaseThree:Finalize &Document
    5. 5. 5Technology Trends
    6. 6. 6Library Trends
    7. 7. 7E-Book Trends
    8. 8. 8Learning Trends
    9. 9. 9Association Trends
    10. 10. 10What does this all mean for Associations?Increased pressure to: Help members adapt to change; Segment for niche groups; Influence vendors; Contextualize technology training; Influence all levels of government; Provide leadership; Offer flexible, personalized servicesWHILE…. Maintaining costs…..
    11. 11. Understanding Members at a Deeper Level: Archetypes,Personas, Program Plans and Strategy
    12. 12. 12What are libraries most worried about?1. Sustaining Relevance2. Changing user behaviors3. Diversity Services4. E-Learning and Distance Education5. Justifying growth and projects – Measures & Stories not Stats6. Understanding mutating (not changing) usage patterns – insight notdata7. Building community alliances but bringing gravitas to the table8. Building for the future and not repairing the present9. Productivity and shifting staff resources, setting priorities10. Balancing print, electronic and new services and resources11. Challenged Funding, Budgets and Fundraising12. Technological and other ‘change’
    13. 13. 13How do you persuade?• Data, charts and graphs –help but dry• Debate & Argument – alittle confrontational• Conversation – a lot ofeffort, scales poorly• Narrative storytelling –captures the energy of thepopulation and persists
    14. 14. 14Strategic Thinking• Moving Beyond AssociationDemographics• Embedding the Members’Needs Everywhere• Understanding theMember’s age/stage,context and goals at aninstitutional and personalpsychographic level
    15. 15. 15What do stories do?• Preserve culture• Create chains of people• Create an environment for memory• Convey information and knowledge• Deliver content and context• Deliver change as renewal and renaissance
    16. 16. 16http://www.stevedenning.com/Slide-show.html
    17. 17. 17http://www.stevedenning.com/Slide-show.html
    18. 18. 18http://www.stevedenning.com/Slide-show.html
    19. 19. 19http://www.stevedenning.com/Slide-show.html
    20. 20. 20http://www.stevedenning.com/Slide-show.html
    21. 21. 21http://www.stevedenning.com/Slide-show.html
    22. 22. 22www.stevedenning.com
    23. 23. Why am I talking about stories?
    24. 24. I always find that statistics are hard toswallow and impossible to digest. The onlyone I can ever remember is that if all thepeople who go to sleep in church were laidend to end, they would be a lot morecomfortable.Mrs. Robert A. Taft
    25. 25. If you cant Measure ityou cant control it If you cant Control ityou cant improve itIf you cant Improveyou cant competeIf you cant Competeyou cease to exist
    26. 26. 26What Problemdo we want / haveto Solve ?
    27. 27. Alan CooperAlan Cooper was thefather of personasand their use intechnology andorganizational designand strategy.27Alan Cooper 2010
    28. 28. 28Personas
    29. 29. • There is no Ruth....• Personas are hypothetical representations of a natural grouping ofusers that drive decision-making for strategic projects.▫ The people are defined by goals.▫ They focus on what is valuable to them and subsequently onhow he or she behaves.• They are not Stereotypes or Archetypes©The Kennedy GroupPersonas
    30. 30. • Personas defined:▫ Personas are hypothetical representations of a natural grouping ofusers that drive decision-making for development projects.▫ They are not real people, but they represent real people.▫ They are defined by goals.▫ They focus on what is valuable to the user and subsequently on howhe or she behaves.Purpose/Impact/Process/Roles/Case Study/Next Steps
    31. 31. Strategy• Clarity of buyerand user basedstrategy.• Achievement ofdesired positionin the market.• +Brand &reputation.• Industryrecognition.• Generate newrevenue.Customers andUsers• Product satisfaction.• Support satisfaction.• User satisfaction.• Usability.• Usage.• Repeat customers.• New customers.Employees• Degree of Product,User, and Marketunderstanding.• Number and frequencyof Productcontributions.Operations• Time to market.• Effective processhandoffs.• Usefulness across theproduct cycle.Financials• Programming costs.• Cost compared to• other product launches.Purpose/Impact/Process/Roles/Case Study/Next Steps
    32. 32. Henry41 Years Old,Software Design EngineerU.S.12 Years at the company.Single,MS Comput.Sci©The Kennedy GroupPersonasGoals:Usage Scenario:Info-SeekingBehavior:
    33. 33. Draft Foundation Document Elements:• Overview: Describe the persona, their work and personal life.• A day in the life: Follow the persona through a “typical” day.• Work activities: Job description, job role, main job tasks.• Household and leisure activities: What the persona does outside of work.• Goals, fears, aspirations, pet peeves: Understand what motivates the persona in theirpersonal life, career and work.• Ultimate goal: What the goal is that the persona wants to achieve.• Computer skills, knowledge and abilities: Learn about their experience.• Technology attributes: Understand the personas view of technology, past and future.• Usage scenario: Understand the personas use of the product suite today, what is necessary use,what is daily use, what they desire.• Information-seeking behavior: Understand how the persona seeks out and uses informationat home, at work and at the library. Include the information that is hard and easy to find – aswell as that which is the most important for them. Articulate what is necessary, what is daily,what is desired.• Communicating: Understand how the persona keeps in touch with people.• Market size and influence: Understand the impact the persona has on the SIRSI business.• Demographic attributes: Understand the demographic information about the persona andthose in their immediate family.• Quotes: What the persona has to say.• References: Sources used to create the document.Who/What/How(3)/When/Where
    34. 34. Summary• Work purpose (customers, products, organizational efficiency)• Type of work (procedural, heuristic, executive)• Work processes – formal and informal• Role• Function• Demographics (geography, language, time in organization etc.)• Decisions and decision style• Knowledge needed to make decisions• Information needed to support the knowledge needed• Motivation factors/value• Comfort with technology (ies)Know Your Audience
    35. 35. People and Membership NeedsBrendan BrianPattyDianneHenry Heath
    36. 36. People and their PersonaHenry
    37. 37. http://advertising.msn.com/home/MSNPersonas.asp©The Kennedy GroupPersonas
    38. 38. InformationSeeking/UseBehaviorInformation andKnowledge©The Kennedy GroupPersonas
    39. 39. • Personas are understood through discovery by:▫ Gathering data to identify possible “anchors”▫ Observing behavior▫ Pattern emergence in narrative through surveys and conversations©The Kennedy GroupPersonas
    40. 40. • Do you know what the next information products, programs andservices need to be for your members ......in this quickly changing, complex, highly diverse world?TheFuture©The Kennedy Group
    41. 41. • Public Library Cardholder Personas• Academic and School Personas• Librarian Personas• Faculty Personas• Business Personas• Specific persons in medicine, law, science, engineering, & students• U. S. and CanadaMy Experience©The Kennedy Group
    42. 42. • Starting with understanding members in terms of their:▫ needs, preferences, and desires▫ goals and aspirations▫ expectations and assumptions▫ values and their beliefs▫ tolerance for risk and changeThe Future©The Kennedy Group
    43. 43. Our Approach• Narrative capture and identification of characters, issues andproblems, behaviors and actions.• Narrative pattern review of content, service and product needs• Identification of priority requirements for specific market identities i.e.personas
    44. 44. Narrative
    45. 45. Why Narrative Capture?• Knowledge can only be volunteered it cannot be conscripted• I only know what I know when I need to know it• I always know more than I can say and I will always say more than Ican write down
    46. 46. Anecdote CirclesStarter StatementsDescribe your day at the library.Describe a day that you wanted toachieve something but couldn’t.Give us an example of when youlearned something from others atthe library.Give us an example of when youtried to learn something fromothers at the library but didn’t.Give us an example from the pastwhen you may have used OLA andwere surprised about what youfound.Give us an example from the pastwhen you decided you wouldn’t beable to engage with OLA for theneeds you had.The six (actually 7) townhalls
    47. 47. Summary GroupingsArchetypes Themes ValuesGood CitizenshipPatronsLibrary StaffMoneyLibrary Services andFacilitiesInteractionTechnologyEfficiencyMoneyCommunityLearningQualityEfficiencyMoney/RiskIdeal StateIssues
    48. 48. Archetypes: CharactersArchetype Summary024681012Archetype NamesNumberofArchetypesGood CitizenshipPatronsLibrary StaffMoneyLibrary Servicesand Facilities
    49. 49. Good Citizenship ArchetypesCollaborateCommunity bringspeople togetherCozyDiverse activitiesEncourage creativityGood use of our moneyHuman contactIntellectualopportunitiesKids feel safeNurturingOpportunities – socialSecurityWilling to chat whentime permitsWell-Rounded Citizen(13 attributes)
    50. 50. Good Citizenship ArchetypesCommunity builderConnectedConnecting withcommunityGives people missionNetworkingPulls communitytogetherStrong Community Leader(6 attributes)
    51. 51. Patron ArchetypesAnnoyingBooks out of printDisruptionIndifferenceLack of wirelessNo tape playerOnline servicesunavailableOut of datePhysical painRipped/missingpieces, out of datemagazineWasted resourcesWasted spaceFrustrated Patron(12 attributes)
    52. 52. Patron ArchetypesAfter hours usageBroader search resultsComputer useIntroduction to newthingsLots of preferencesNo online access outsideof libraryNot a free serviceOpen to publicOutside sourcesSearch methodUniversal accessWays to get informationInquisitive Power User(12 attributes)
    53. 53. Patron ArchetypesCan’t get book you want(timely)Don’t listen to reviews/badreviews (NPR Reviews)EmbarrassingFear of puppetsForgot card/licenseHead achesInjuriesSome people consider awaste of money/space(crafts)Too longDisengaged Seeker(9 attributes)
    54. 54. Library Staff ArchetypesAdvance reserve on newmaterialsAbundance of itemsOne-stop shoppingVideo/DVD lost in dropboxAccess to materials neveraffordUp to date, currentmaterialsDiversity of materialsUltimate Tour Guide(7 attributes)
    55. 55. Library Services ArchetypesOut-of-Date IT(6 attributes)Access to PC’sMessage is too long(automated computersystem)Not enough computersSlow re-bootStrong databaseTechnical-media options
    56. 56. Library Services ArchetypesCan’t remove referencematerialExtensive collectionLibrary for books, notmovie rentalsLibrary for education films,not Hollywood movies“Something for Everyone” Resources(4 attributes)
    57. 57. Themes: Issues and ProblemsThemes05101520Theme NamesNumberofThemesInteractionTechnologyEfficiencyMoneyOther
    58. 58. Values: Behaviors and ActionsValues012345678910Value GroupingNumberofValuesCommunityLearningQualityEfficiencyMoney/RiskOther
    59. 59. Pattern Review
    60. 60. Personas
    61. 61. 7 SirsiDynix Personas• Discovery Dan▫ Dan represents the adult non-researcher population.• Haley High School▫ Haley represents the high school student population.• Jennifer▫ Jennifer represents the parents of teenagers.• Mommy Marcie▫ Marcie represents the parents of young children.• Rick Researcher▫ Rick represents adult researchers who own a personal computer.• Senior Sally▫ Sally represents senior citizens.• Tasha Learner▫ Tasha represents adult researchers who do not own a personalcomputer.
    62. 62. A typical day at the library: Stops by the library either on their way to or from work or over theirlunch break. May spend time on the weekend if they have a home project. Have requested thebooks or DVD’s online so is either dropping them off or picking the materials up. Enjoys lectures,classes or other non-traditional activities. Appreciates connecting with the library staff duringvisitsInformation-seeking behavior: Usually checks online to see what has newly arrived at the library.If they have time during their stop over at the library itself, they will browse what is new in thenonfiction and music; maybe the fiction shelf as well. Uses the library to avoid the cost of buyingmaterials. May purchase books after reviewing them in the library. Signs out DVD’s and movies forentertainment. Appreciates the book club(s), even if not an active participant. Also seekscommunity information (pamphlets, etc.) Reads on-line reviews of booksUltimate goal: To pick up the books, music or videos they are interested in. Or to simply discoverbooks or other material that piques their interest to expand their mindsFrustrations: Changing library hours. Unpredictable Internet search results. Pop-ups, spam.Librarians who aren’t very good at referring them to specific sources or best sources on a giventopic – could be people as often as written information. Wishes libraries would coordinate cullingof collections and try to keep at least one copy of a book in one of the libraries. Needs moreconsumer-friendly categorization of material. Parking (downtown users) Hours need to matchcommute schedule. Wait-lists for books so long that they are compelled to purchase the book fromAmazon.
    63. 63. A typical day at the library: They are not daily users of public libraries. When they do come theyfocus on magazines, newspapers or quickly check their email or browse the Internet. If they don’thave a good school library they will come to the public library after conducting a web search.They may use the library computer to print out a paper, especially if the shared computer at homeis inaccessible.Information-seeking behavior: Most information activity begins with a web search. They will typein their search within “ ” and start there to determine what they need. They might go to theirschool library or if they have a history of using public libraries, go to the public library to get helpfrom a reference librarian. They will likely IM their friends to see what they are doing to findanswers to the assignment. Public library Internet use is up among teens from 36% in 2000 to54% in 2005. When they go online 74% do it from home, 17% from school and 9% other(community centers, churches, friend’s house and libraries). Note: Teens are just as likely asadults to get news and information about current events online. More than half report politicalnews- seeking. (Pew – Teens and Technology)Ultimate goal: They want to complete a school projectFrustrations: The books are too advanced for a high school student. There are no public librarymaterials available on a web search. The library is at the bottom of the list for research for somehigh schoolers.
    64. 64. A typical day at the library: The parent assists the teenager in using the library website. This isusually done at home, after the teenager has reviewed what is available on the Internet. Theparent is coming in after the research has begun. Once they identify the books they need theywill put them on reserve or check to see if they are available. Once there, they may decide tobrowse the young adult library collection (if they have time). Otherwise they are focused ongetting the materials for the project. Once they have the material they need, they leave. Theparent will likely have to bring other children to the library at the same time. They will bepulled in multiple directions, looking after their younger children and their teens. She wants touse the library as more of a recreational facility for herself, but given her busy lifestyle, she isunable to. When she is there, the library becomes a social setting. She talks with the staffsocially, and enjoys the interaction.Information-seeking behavior: The info seeking behavior of this parent is utilitarian althoughthey’d prefer it to be more recreational. They start by working with the teenager to browseavailable information from the library online at home. When they go to the library they gothere to find specific items (books, music) or to browse newspapers or journals. They may helpa child to post a community notice on a bulletin board at the entrance to the Library forexample, Scouts or Babysitting. At the library the adult may be responsible for signing theteenager on to the computer equipment.Ultimate goal: The parents want their children to know how to use the library and to use the bestsources of materials to complete a project. They also may see the library as a great location topost availability to baby-sit, or to announce a community event.Frustrations: Students needing regular permission from the adult to use the computerequipment. Safety with respect to sites used. Noisy students. The parent wants to know what’shappening in the library, but is not often notified of events they may be interested in. Theywant communication pushed out to them in a form they find useful.
    65. 65. A typical day at the library: Mother and children typically drive to the library. Thefour year old girl is in a reading group. The two year old attends storytelling. EachMonday they go to the library to attend the reading group and to hear a story.Afterwards they use the time to check out new books, videos or DVD’s for children,as well as to find time to look for any adult materials.Information-seeking behavior: She typically doesn’t have time to use thecomputer at the library. At the library she is usually busy looking after the childreneither participating in a reading group session, or attending a storytelling session.She uses the computer at home to put materials on reserve for herself or if sheknows exactly what she wants for the kids. She picks up the books, DVD’s or videoswhen she is leaving the library. She uses the library website to hear more aboutupcoming events.Ultimate goal: She wants her child to learn to read and to discover new ideas in asafe, informed setting. She wants her children to be exposed to books early on –even when they don’t know how to read yet. She wants to be able to find time tomeet some of their own needs knowing their children are safe.Frustrations: Not finding librarians who can help the children to learn to read, istroubled by reduced library hours (nights and weekends), and wants to have aneasy way to know about upcoming events on the website.
    66. 66. A typical day at the library: Will first check out which library to go by using their home computer.If they need to they will request books from other libraries to be reserved and sent to their ownlocal library. Once they receive a notification that the materials are available to be picked up theywill drive or walk to the library to pick them up.Information-seeking behavior: Often orders books online through Amazon but doesn’t alwayswant to own the book itself so uses the library to complement their own library. Extensive user ofthe Internet for current information. As part of a broader library network will search for thelibrary with the best set of resources for the task at hand and either request them online – or ifthey have the time, go down to the library to use them. Once at the library they will talk with thereference librarian to ensure they are getting access to the best reference sources such asencyclopedias, journals and special collections. Likes online. Often looking for professionalinformation that is very current.Ultimate goal: Complete the research ensuring use of the most appropriate resources.Frustrations: Library not being open late at night. Inability to get really current informationavailable in an easy-to-use package. Not finding the same information on the virtual catalog as thelibrarian. Not finding government information at the county and state level. Ideally would likeratings and user feedback.
    67. 67. A typical day at the library: As part of a daily or weekly routine, the senior goes to the library to takea scheduled class, participate in a program, volunteer, or just browse the shelves for pleasure. Thescheduled event may be a computer class, a search class, cultural event, book group or how to use thelibrary website. Once at the library they are likely to spend a good deal of time browsing thecollections to see if there is anything new or different that catches his or her attention.Information Interests: The senior tends to be a hobbyist or heavy information seeker primarily in theareas of health, digital photography, travel, and genealogy. Senior men tend to focus more on lifelonglearning such as political, historical, or educational topics. The senior woman focuses more onentertainment; including fiction, cooking, quilting, travel, do-it-yourself topics.Information-seeking behavior: The senior goes to the library to attend an event such as a poetryreading or art show or music recital. It may be a meeting place for a reading group. He or she maytake a class on computer use (e.g. Google It). They pick up books that they have requested online orfrom the librarian on a previous visit. They may spend up to a half day there browsing the magazines,books, CD’s and videos. They are likely a member of the Friends of the Library and will help to run thebook sales. The senior also looks for or interacts with information in a linear fashion; they search orbrowse for topics and content step-by-step or one thing at a time.Ultimate goal: To learn and to spend time with others and using technology to stay in touch.Frustrations: Rapid change in technology products and general resources without transitioning orguided instruction within a traditional classroom environment. Need to reach seniors who arehousebound. Not being aware of what is happening at the library.
    68. 68. A typical day at the library: Goes to the library to use the computer. Is working on aproject that requires the Internet, as well as completing her reading with books shedoesn’t own. Is likely using the computer to print a report or to create marketingcollateral.Information-seeking behavior: Makes a specific point of going to the library tocomplete her project. She consults with a reference librarian to ensure she has agood starting place and then uses the online catalog and the Internet to source bothelectronic and hardcopy information sources. She prints out materials to work withthem. She is aware that some sources are more appropriate than others, but consultswith the librarians to ensure she has the best possible sources.Ultimate goal: Wants to complete her project by ensuring all the appropriate resourcesare used and needs to use the library computer to do so.Frustrations: Not finding all the sources she needs. Having to get off the computerwithin a particular timeframe. Inconsistencies in which library has which resources,e.g. dictionaries, inaccessible librarians i.e. not available when you need them.
    69. 69. NEEDS FEATURES Gaps/OpportunitiesStrategic Product & Service Considerations forEach Persona
    70. 70. Archetypes represent demographiccohorts worthy of investigation to discoverpatterns and profiles
    71. 71. OLA Archetypes for Consideration• Trustees• School Teacher Librarians• Association Leadership• LIS Students• LIS Faculty• Retired Library Staff• Government Influencers andPoliticians• Educators• Librarian First 7 Years• Mid-career Librarian• Senior Librarian• Non-Librarian Management• Library Clerical• Volunteers & Friends• Systems Focused Staff• Non-members• [OLA Staff]
    72. 72. Definitions (not comprehensive)OLA• OLITA• OCULA• OPLA• OSLA• OLBA• ABFO• FNLA• VendorsPositions• Librarians• Systems• CEO’s• Educators• Teacher Librarians• Trustees• Vendors• Technicians• Clerks• Government Influencers• VendorsSectors• PublicLibraries• AcademicLibraries• CollegeLibraries• SchoolLibraries• SpecialLibraries• Vendors
    73. 73. First Thoughts – just very, very preliminary• Mary• Ashley• David• John• Mei Ling• Jamal• Helen• Mohammed• Jasmine• Just starting out• Advocate• Builder• Leader• Striver (mid-career)• (Practical) Struggler• Program Wunderkind• Connector• I’m ‘special’73
    74. 74. • In summary, by seeing the world through the lens of thecustomer or member, we create an:▫ Opportunity to increase member satisfaction and retention▫ Opportunity for everyone in the organization to work toachieve the same goals, efficiently, and an▫ Opportunity to have a clear, and achievable direction.▫ Opportunity to tune communication, programs, advocacy, andwebsites to target audiencesPandora’s Box – Exciting but a little dangerous©The Kennedy GroupThe Future

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