Transforming the Conversation: Communicating Your Library’s Value AMANDA B. ALBERT | ROCHESTER REGIONAL LIBRARY COUNCIL | 11. 16. 2016
Welcome + Introduction RRLC | 2016
Getting to know you … What type of library are you a part of? What best describes your role/position in the library? Administration Assessment PR/Communications Reference/Instruction Collections Technical services/acquisitions/access/ILL Student Other RRLC | 2016
What do you hope to learn today? Why are you here today? What is it that you most hope to take away? What are some major concerns? RRLC | 2016
Goals + Objectives Participants will be able to articulate the concept of communicating library value in order to apply it to their libraries’ communication practices. Participants will be able to analyze their unique stakeholders in order to be able to communicate with them effectively. Participants will be able to evaluate their assessment data in order to use it tell their library value story. Participants will be able to identify gaps in their assessment and marketing practices in order to understand how to create a fuller picture of their libraries’ value. Participants will experiment with various marketing strategies in order to choose the strategies that work best for their institutions. Participants will be able to create a communication plan in order to strategically communicate the value of their library. RRLC | 2016
Agenda: Developing a Communication Plan Part 1: Providing the frame for your value picture Getting to know your institution Assessing Assessment Evidence Part 2: Painting the picture for your stakeholders Communication Elements RRLC | 2016
Background Inputs/Outputs Alternative Impact Comparison Value Commodity Use Production Satisfaction ROI RRLC | 2016
Impact value Financial Value Library Impact Oakleaf, M. (2010). The value of academic libraries. Chicago: ALA. RRLC | 2016
The Impact Map RRLC | 2016
What does it mean to CLV? Let’s brainstorm and create our own Planned strategies adopted into current definition workflows that allows all library staff to tell a compelling story of the library's value supported Work in groups to define the phrase with assessment evidence to targeted “communicating library value” audiences. RRLC | 2016
Communication Commitment to Why is it Assessment + Transparency important to Culture of CLV? Assessment Increase Visibility Visionary Leadership Build Brand Love RRLC | 2016
• Understand campus mission/vision/goals •align lib’s mission w/campus’ Planning • Use campus assessment plan as the foundation Culture of Assessment • Create library assessment plan • Select appropriate assessment measures Implementation • Gather assessment data • Assessment of library's impact on: • SLOs Evaluation • Faculty Teaching • Campus Research • Other? • Communicate the results of the assessment to campus Improvement administrators, library staff and other stakeholders RRLC | 2016
Reflection RRLC | 2016
Developing your Communication Plan Introduction Message Delivery Outcomes Strategies Communication Plan Targeted Key Messages Audience Positioning Statement RRLC | 2016
Let’s Talk About YOUR Institution RRLC | 2016
Picture of Your Institution What is most important to your institution? To your faculty? To your students? To other stakeholders? RRLC | 2016
Issues of Institutional Importance RRLC | 2016 Oakleaf, M. (2012). Academic Library Value: Impact Starter Kit . Syracuse, NY.: Dellas Graphics
Stakeholders “Engaging stakeholders in a discussion about value will allow the library to create a framework of library value from the Why are people important to stakeholders’ perspective. The perceptions our discussion today? of the stakeholders are vital to understanding the different ways they view the library and its possible impacts in the life of students and the faculty.” Matthews 2015, p 175 RRLC | 2016
Segmenting Stakeholders Who is most important to your institution? Students Alumni Faculty Graduate/Professional Schools Administration Accreditors Parents Local Community Employers Institutional Partners RRLC | 2016
Role Play Split your table into 1. groups of two. Read directions on 2. your handout. Engage in the activity 3. and fill in the Profile worksheet. Prepare to Share. 4. Image: CC BY-ND 2.0 cypaxPictures https://flic.kr/p/7yZioe RRLC | 2016
Segmenting Stakeholders Stakeholders Lifestyle Values Attitudes Fast-paced – teaching a lot Adjunct Faculty Efficiency; speed; They are overwhelmed and of classes; maybe on or off convenience; ease of access must teach all of the content – why would they invite the campus (online teaching); working from home often librarian into their class if they don’t have time? Tenured Faculty Possibly Research focused; Access to lots of resources; They are the expert, why more presence on campus; access to discipline specific would they need us in their more duties outside of resources for their own class? teaching research RRLC | 2016
Give Me a Break: 10 mins RRLC | 2016 Image: Scott Ehardt (Own work) [Public domain], via Wikimedia Commons
Pains and Gains Pains Gains How do your SHs define ”too costly”? Which savings would make your SHs What things take a lot of time, cost too happy? Money, Time and/or effort? much, or require significant effort? What would make their lives easier What are their frustrations? (i.e.: increased productivity, reduced costs)? What are their main challenges? Biggest concerns? What makes them look good? How do they measure success and failure? Adapted from: D’Elia , M.J. (2016). Value Proposition Conversations in Libraries : Facilitators toolkit 1.0. RRLC | 2016 Chicago: Association of College and Research Libraries.
Services, Expertise and Resources: Pain Relievers and Gain Creators Identify SERs that your SHs already use, or would benefit from using in the library. Record them on the Flip Chart. Record answers to these questions: How can these SERs produce savings? (Time, money, effort) Can the SERs produce outcomes that exceed SH’s expectations? Can these SERs provide solutions to the pains SHs feel? Can they make the SH’s life easier? Can these SERs eliminate mistakes SHs make? Can they help this SH achieve their goals? How can the library eliminate barriers that keep this SH from trying SERs? Adapted from: D’Elia , M.J. (2016). Value Proposition Conversations in Libraries : Facilitators toolkit 1.0. RRLC | 2016 Chicago: Association of College and Research Libraries.
Reflection What is most important to your Stakeholders? What do you do to contribute to this issue of most importance? What do your colleagues do to contribute to it? RRLC | 2016
Lunch Break RRLC | 2016 Image: Jeffrey Beall (CC BY-SA 2.0) https://flic.kr/p/7G5myv
Documenting Impact RRLC | 2016
Using Documenting Data Impact To Inform Assessment as Argument Value Conversation RRLC | 2016
With regard to institutional Documenting focus areas, what impact Impact does the library make? Data: What do you have? What service, areas of expertise, or resources make that impact? Does evidence of that impact exist? RRLC | 2016
Library Library Contribution #1: Contribution #2: Institutional Focus Areas Inst structio ction Interlibr librar ary y an loan IFA#1: There is an There is an impact. impact. Stude dent t There is no There is no persi siste stence nce/r /reten tentio tion impact. impact. There could There could ion to grad aduat atio be an be an impact. impact. IFA#2: There is an There is an impact. impact. Fac aculty lty gran ant There is no There is no ding fundi impact. impact. There could There could be an be an impact. impact. RRLC | 2016
1. What data are you missing? How could you fill in those gaps? 2. What could you start doing immediately to fill those gaps? 3. Is this data communicated to Stakeholders? RRLC | 2016 By Arz - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=2342677z
Communicating Impact RRLC | 2016
Communication Matrix (Academic Example) Stakeholder Outcome Positioning Key Message Strategy Group Statement UG Students General Public - Parents Adapted from: Lewis, V. (2015). Articulating Worth: Communicating the Library’s Value Proposition. IFLA WLIC . RRLC | 2016
Developing your Communication Plan S pecific Introduction M easureable Message Delivery Outcomes A ttainable Strategies R ealistic Communication Plan T imely E thical Targeted Key Messages Audience R ecorded Positioning Statement RRLC | 2016
Outcomes What is your desired goal? Trust? What do you want to happen Relationship Building? as a result of communicating library value to X stakeholder? Action? Persuasion? Information sharing? Money/Funding? RRLC | 2016
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