Telling the impact story defining new metrics for library success - 2014

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  • 1. witnessed @ Defining New Metrics for Library Success 04.22.2014 presented by Moe Hosseini-Ara
  • 2. Underlying assumptionsUnderlying assumptionsUnderlying assumptionsUnderlying assumptions Few libraries have a “culture of assessment”… • Tend to focus on quantitative“performance” • Most measuresindicatepast performance • Need to do more qualitativeperformancemeasures • Difficultand complex (is the excuse given) • Have we stopped and asked why we do what weHave we stopped and asked why we do what weHave we stopped and asked why we do what weHave we stopped and asked why we do what we do?do?do?do?
  • 3. Underlying assumptionsUnderlying assumptionsUnderlying assumptionsUnderlying assumptions Identifying& illustratingvalue depends on conversations with your stakeholders …the first conversationshouldn’t be when measures are presented – if they don’t know you exist… “More” isn’tnecessarily better …in fact,“more” clouds the issue and the message
  • 4. Underlying assumptionsUnderlying assumptionsUnderlying assumptionsUnderlying assumptions Noteverythingthatcountscanbe countedANDnoteverythingthatcan becountedcounts… …Wait!What?? -Einstein
  • 5. Questions driving measuresQuestions driving measuresQuestions driving measuresQuestions driving measures • What is your library or information centredoing? • How much is it doing? • How well is it doing it? • Who is it doing it for? • What positive impact is theWhat positive impact is theWhat positive impact is theWhat positive impact is the service having for them?service having for them?service having for them?service having for them? • Most important questionMost important questionMost important questionMost important question ---- Are you adding VALUE?Are you adding VALUE?Are you adding VALUE?Are you adding VALUE?
  • 6. Value SatisfactionOperational Three types of measuresThree types of measuresThree types of measuresThree types of measures
  • 7. Operational/Usage MeasuresOperational/Usage MeasuresOperational/Usage MeasuresOperational/Usage Measures • We’velong tracked“how much” • We also need to look at differences: • Peaks? Dips? Switches? • What are thesestatistics really telling us? Or, not? • Who needs to see these statistics? • Are they telling a storythat you want to tell?
  • 8. Customer Satisfaction MeasuresCustomer Satisfaction MeasuresCustomer Satisfaction MeasuresCustomer Satisfaction Measures • Tendsto focuson existing productsand/or services • Usuallymeasured throughsurveys • Are we also measuring importance? • Surveyburnout, plus the expectationis to scoreall “excellent”or “10 out of 10”
  • 9. The VALUE proposition…Measures?The VALUE proposition…Measures?The VALUE proposition…Measures?The VALUE proposition…Measures? • Are we adding value? • What differenceare we making? • What is the impactof our servicesand/or programs? • How are wecontributing to the successof….?
  • 10. Meaningful measuresMeaningful measuresMeaningful measuresMeaningful measures • Matterto you AND your stakeholders • Are conveyedin thestakeholders’ language • More effectivewhen defined using all three typesof measures • Demonstratethat your programs and servicesadd value • Focus attentionon what is most importantfor theorganization • Are criticalfor managing, planning & decision-making • Are organization-dependent
  • 11. The Logic ModelThe Logic ModelThe Logic ModelThe Logic Model …goes beyond documenting whatyou didand measures whatdifference you made in the life of your target audience…how has your audience changed…specifically change in the human condition…
  • 12. Measuring Impact/ValueMeasuring Impact/ValueMeasuring Impact/ValueMeasuring Impact/Value Change in the human condition? • Behavior • Skill • Knowledge • Attitude • Circumstances • Awareness • Motivation • Condition • Status
  • 13. IMPACT Equipment INPUTINPUTINPUTINPUT resourceresourceresourceresource perspectiveperspectiveperspectiveperspective OUTPUTOUTPUTOUTPUTOUTPUT operationaloperationaloperationaloperational perspectiveperspectiveperspectiveperspective OUTCOMEOUTCOMEOUTCOMEOUTCOME useruseruseruser perspectiveperspectiveperspectiveperspective IMPACTIMPACTIMPACTIMPACT stakeholderstakeholderstakeholderstakeholder perspectiveperspectiveperspectiveperspective It’s logical that:It’s logical that:It’s logical that:It’s logical that:
  • 14. IMPACT Equipment INPUTINPUTINPUTINPUT ResourceResourceResourceResource PerspectivePerspectivePerspectivePerspective • Equipment • Space • Supplies • Funding • Staff
  • 15. IMPACT Equipment OUTPUTOUTPUTOUTPUTOUTPUT OOOOperationalperationalperationalperational PPPPerspectiveerspectiveerspectiveerspective • Training module • Program • Report • # of Program Attendees • # of Programs Held
  • 16. IMPACT OUTCOMEOUTCOMEOUTCOMEOUTCOME UserUserUserUser PerspectivePerspectivePerspectivePerspective • Increased skill • Know-how or know-that • Change in status • Change in behavior or attitude
  • 17. IMPACT IMPACTIMPACTIMPACTIMPACT StakeholderStakeholderStakeholderStakeholder PerspectivePerspectivePerspectivePerspective • Lower dropout rates • Increased employment levels • Increased recovery rates
  • 18. Job SkillsJob SkillsJob SkillsJob Skills TrainingTrainingTrainingTraining Input (resources) • 10 hours of staff time • $100 budget required to create the program (supplies and handouts) Output (operations) • 2 hour job skills program created for student job seekers • 4 programs offered over a period of a month • total of 107 participants in attendance Outcome (user) • Students gained resume and cover letter writing skills • Knowledge of where to look for jobs and submit applications • Ability to give interviews, proficiency in answering interview questions Impact (stakeholder) • 80% of the participants who attended the program reported that they were either able to get interviews or actual job placements • University can claim that students are able to get jobs following graduation
  • 19. Job SkillsJob SkillsJob SkillsJob Skills TrainingTrainingTrainingTraining Input (resources) • 10 hours of staff time • $100 budget required to create the program (supplies and handouts) Output (operations) • 2 hour job skills program created for student job seekers • 4 programs offered over a period of a month • total of 107 participants in attendance Outcome (user) • Students gained resume and cover letter writing skills • Knowledge of where to look for jobs and submit applications • Ability to give interviews, proficiency in answering interview questions Impact (stakeholder) • 80% of the participants who attended the program reported that they were either able to get interviews or actual job placements • University can claim that students are able to get jobs following graduation
  • 20. Job SkillsJob SkillsJob SkillsJob Skills TrainingTrainingTrainingTraining Input (resources) • 10 hours of staff time • $100 budget required to create the program (supplies and handouts) Output (operations) • 2 hour job skills program created for job seekers • 4 programs offered over a period of a month • total of 107 participants in attendance Outcome (user) • Students gained resume and cover letter writing skills • Knowledge of where to look for jobs and submit applications • Ability to give interviews, proficiency in answering interview questions Impact (stakeholder) • 80% of the participants who attended the program reported that they were either able to get interviews or actual job placements • University can claim that students are able to get jobs following graduation
  • 21. Job SkillsJob SkillsJob SkillsJob Skills TrainingTrainingTrainingTraining Input (resources) • 10 hours of staff time • $100 budget required to create the program (supplies and handouts) Output (operations) • 2 hour job skills program created for job seekers • 4 programs offered over a period of a month • total of 107 participants in attendance Outcome (user) • Participants gained resume and cover letter writing skills • Knowledge of where to look for jobs and submit applications • Ability to give interviews, proficiency in answering interview questions Impact (stakeholder) • 80% of the participants who attended the program reported that they were either able to get interviews or actual job placements • University can claim that students are able to get jobs following graduation
  • 22. Job SkillsJob SkillsJob SkillsJob Skills TrainingTrainingTrainingTraining Input (resources) • 10 hours of staff time • $100 budget required to create the program (supplies and handouts) Output (operations) • 2 hour job skills program created for job seekers • 4 programs offered over a period of a month • total of 107 participants in attendance Outcome (user) • Participants gained resume and cover letter writing skills • Knowledge of where to look for jobs and submit applications • Ability to give interviews, proficiency in answering interview questions Impact (stakeholder) • 80% of the participants who attended the program reported that they were either able to get interviews or actual job placements • Library can claim that as a result of their program residents are able to get jobs, contribute to economy and lower unemployment
  • 23. BEGINBEGINBEGINBEGINWITHWITHWITHWITH THETHETHETHEIN MINDIN MINDIN MINDIN MIND ENDENDENDEND Covey 1989Covey 1989Covey 1989Covey 1989 80% of the participants who attended the program reported that they80% of the participants who attended the program reported that they80% of the participants who attended the program reported that they80% of the participants who attended the program reported that they were either able to get interviews or actual jobwere either able to get interviews or actual jobwere either able to get interviews or actual jobwere either able to get interviews or actual job placementsplacementsplacementsplacements Library can claim that as a result of their program residents are able to getLibrary can claim that as a result of their program residents are able to getLibrary can claim that as a result of their program residents are able to getLibrary can claim that as a result of their program residents are able to get jobs, contribute to economy and lower unemploymentjobs, contribute to economy and lower unemploymentjobs, contribute to economy and lower unemploymentjobs, contribute to economy and lower unemployment
  • 24. MeasurementMeasurementMeasurementMeasurement FrameworkFrameworkFrameworkFramework UnderstandUnderstandUnderstandUnderstand the Contextthe Contextthe Contextthe Context AlignAlignAlignAlign Strategies &Strategies &Strategies &Strategies & ObjectivesObjectivesObjectivesObjectives IdentifyIdentifyIdentifyIdentify Services &Services &Services &Services & ProgramsProgramsProgramsPrograms DefineDefineDefineDefine MeasuresMeasuresMeasuresMeasures ManageManageManageManage MeasurementMeasurementMeasurementMeasurement DataDataDataData TranslateTranslateTranslateTranslate Data intoData intoData intoData into Outcomes &Outcomes &Outcomes &Outcomes & ImpactsImpactsImpactsImpacts CommunicateCommunicateCommunicateCommunicate ResultsResultsResultsResults
  • 25. Understand the Context
  • 26. Know the Context & theKnow the Context & theKnow the Context & theKnow the Context & the CCCContextersontextersontextersontexters How do theyHow do theyHow do theyHow do they measure theirmeasure theirmeasure theirmeasure their Progress/success?Progress/success?Progress/success?Progress/success? Know yourKnow yourKnow yourKnow your Stakeholders/InflueStakeholders/InflueStakeholders/InflueStakeholders/Influe ncersncersncersncers –––– who arewho arewho arewho are they?they?they?they? How is valueHow is valueHow is valueHow is value defined,defined,defined,defined, measured &measured &measured &measured & communicated?communicated?communicated?communicated?
  • 27. • Libraries days are numbered • Libraries aren’t relevant • Everyone has computers and internet • Need information? It’s all online • Research happens online not in libraries • With eBooksand research online believes facilities can be made smaller – no need for print material Councillor Ural Doomed
  • 28. Dean of Humanities Dr. Kee Paper • Influential in university & broader academic circles • Focus on research • Has deep seated beliefs in traditional library services • Quiet • No technology • Libraries are institutionsfor reading & research
  • 29. Align Strategies & Objectives
  • 30. Align Strategies & ObjectivesAlign Strategies & ObjectivesAlign Strategies & ObjectivesAlign Strategies & Objectives Stakeholder’s Goals & Objectives Your Goals & Objectives: How they Contribute Accelerate newcomers contribution to the community & economy Offer programs and services that connect newcomers with relevant agencies and services Increased research grants Support the research process and assist with submission and completion of grants
  • 31. Align objectivesAlign objectivesAlign objectivesAlign objectives • Articulate & document your goals & objectives Whatareyoutryingtoaccomplish? • Clarify how these contribute towards your stakeholders’ objectives & desired outcomes
  • 32. Identify Services & Programs
  • 33. Identify ServicesIdentify ServicesIdentify ServicesIdentify Services What services,programs or productscontributeto your realizing an objective? Stakeholder Goals & Objectives Your Goals & Objectives Your Services
  • 34. Identify ServicesIdentify ServicesIdentify ServicesIdentify Services Library andLibrary andLibrary andLibrary and UniversityUniversityUniversityUniversity PrioritiesPrioritiesPrioritiesPriorities What we do…What we do…What we do…What we do…
  • 35. Define Measures
  • 36. Define successDefine successDefine successDefine success • What will success look like? • How will you track progress towardsmeeting goals? • What indicators or measures will you use? • Qualitative? Quantitative? • What data needs to be collected? • Keep it key • Keep it simple • Be practical • Don’t get mired– or overworkfrontlinestaff
  • 37. Manage Measurement Data
  • 38. Manage collectionManage collectionManage collectionManage collection • Determine a collection schedule • Work out agreements with other departments that have needed data • Are you currently collecting data or indicatorsthat are no longer relevant? • How long do you need to keep data? • Who is responsible?
  • 39. Translate Data into Outcomes & Impacts
  • 40. Define outcomes & impactDefine outcomes & impactDefine outcomes & impactDefine outcomes & impact • What will success look like? • And how will you “get” there? OUTCOMEOUTCOMEOUTCOMEOUTCOME IMPACTIMPACTIMPACTIMPACT INPUTINPUTINPUTINPUT OUTPUTOUTPUTOUTPUTOUTPUT
  • 41. Define outcomes & impactDefine outcomes & impactDefine outcomes & impactDefine outcomes & impact OUTCOMEOUTCOMEOUTCOMEOUTCOME UserUserUserUser PerspectivePerspectivePerspectivePerspective • Increased skill • Know-how or know-that • Change in status • Change in behaviour or attitude IMPACTIMPACTIMPACTIMPACT StakeholderStakeholderStakeholderStakeholder PerspectivePerspectivePerspectivePerspective • Lower dropout rates • Increased employment levels • Increased recovery rates
  • 42. Communicate Results
  • 43. Communicate resultsCommunicate resultsCommunicate resultsCommunicate results • Actuallybegins when you are understanding the context • Your message: “wehave contributedtowardsyourgoals by……” • If your goals & objectivesare meaningful for your planning & decision-making, your measures will be indispensable
  • 44. What do you need to stop doing?What do you need to stop doing?What do you need to stop doing?What do you need to stop doing?
  • 45. Value SatisfactionOperational The Sweet SpotThe Sweet SpotThe Sweet SpotThe Sweet Spot
  • 46. ResourcesResourcesResourcesResources IMLSIMLSIMLSIMLS WebographyWebographyWebographyWebography http://www.imls.gov/applicants/webography.aspx ShapingShapingShapingShaping OutcomesOutcomesOutcomesOutcomes http://www.shapingoutcomes.org/index.htm OvercomingOvercomingOvercomingOvercoming Our Habits and Learning to MeasureOur Habits and Learning to MeasureOur Habits and Learning to MeasureOur Habits and Learning to Measure ImpactImpactImpactImpact by Moe Hosseini-Ara and Rebecca Jones. Information Today, Inc. June 2013. http://www.infotoday.com/cilmag/jun13/Hosseini-Ara_Jones--Overcoming-Our-Habits-and-Learning-to- Measure-Impact.shtml SevenSevenSevenSeven Easy Steps to Help You MeasureEasy Steps to Help You MeasureEasy Steps to Help You MeasureEasy Steps to Help You Measure UpUpUpUp by Moe Hosseini-Ara and Rebecca Jones. Information Today, Inc. July/August 2013. http://www.infotoday.com/cilmag/jul13/Hosseini-Ara_Jones--Seven-Easy-Steps-to-Help-You-Measure-Up.shtml
  • 47. MOE HOSSEINI-ARA mhosse@markham.ca Thank you! Special thanks to Rebecca Jones (Dysart & Jones) for introducing me to the logic model and allowing me the honor to teach this material with her at numerousconferences…