The Interim Office Effect : renovations and power shifts in an academic library

Creating a “Third Place”

Cheap coffee, restaurant-style booths, wireless internet access, and lots and lots of books. No, I’m not talking about Borders (I said cheap coffee)- this is a new and improved university library. It looks great. The basement is a now a wide open space, comfortably furnished, and buzzing with voices as students work and converse in groups.

As renovations continue, many departments within the library have had to relocate to other parts of the building- or in the case of the library science department offices, to a different building altogether.

The Interim Office Effect

I recently had one-on-one meeting with an administrator in one of these interim offices, and when I walked into the office, I didn’t know where to sit. This soon led to a discussion with the office occupant about the arrangement of her furniture, and how because of the placement of her door, windows, and very large, long desk, sitting face to face as one might like to in a meeting was impossible. We ended up sitting rather awkwardly with her in her desk chair at the far end of her desk while I sat in a low armchair.

I felt that she and I were both aware that she was seated much higher than I behind her desk, and for me this emphasized the power discrepancies between us -she as older, a professional with a great deal of experience in her position, and in possession of the information that I needed. Conversely, because she was forced sit at the end of her desk and to turn sideways to talk to me, this caused me to view her in a more human, empathetic way, as she was clearly flustered about our awkward seating arrangement.

Organizational Theory

Hatch (2006) says that “postmodernists hold the view that [built spaces] are material expressions of the power relations embedded within them” (223). From this perspective, one could say that the administrator’s large desk is a symbol that this is her territory, and that she is the one with the power in her office. Yet, this perception of dominance is weakened by her inability to place this symbol of power prominently between herself and her visitor. For this reason, one could say she has not yet been able to fully claim the space as her own, and this may create an impression of disorganization and weakness for either herself or her visitors, or both.

In this situation, the symbolic-interpretivist view is not uncomplimentary to the postmodernist view, although they are each distinct. Hatch states that “Symbolic interpretivists look for meaning associated with the physical features of the workplace as they tend to see accessibility, privacy and proximity as expressive of organizational values and the identity and status of occupants” (p. 229). In this organization, the administrative offices were formerly quite separate from one another, whereas the interim offices are arranged together and radiate outwards from the reception area. From this view, the administrator I met with may be seen as more accessible and part of “the team” because her office is now more centralized and close to the other offices. She and most other administrators also have less privacy, and as a result, the structure of the organization has a more “flat” feel than it did previously.

How will it play out?

Many libraries are undergoing renovations or physical restructuring to create an “information commons” in which technology services and support are merged with traditional library services. It should be very interesting to see how the physical set-up of these commons will effect library staff and users and how they use and think of the library. The evolution of the library as place is very exciting, however, the interim, limbo period can be somewhat trying- and interesting- for everyone involved. Will the staff lower on the library food chain feel more connected or comfortable with their supervisors after working in an environment that was literally structured in a more “flat,” non-linear way? Or is hierarchy so ingrained in some organizations that physical structure has a minimal effect on the affective state and behavior of staff?

Reference

Hatch, M. J. (2006). Organization theory: Modern, symbolic, and postmodern perspectives. 2nd Edition. New York: Oxford University Press.

Resource Dependence and the Student Employee

I sat down one day to approve time sheets and it dawned on me how applicable all of this organizational theory “stuff” is to my daily organizational environment. Working at the University of Central Missouri (UCM) as an office manager for a large (rather eclectic or maybe eccentric would be a better description) academic department. We have over 800 undergraduate and graduate students in our department. There are over 20 full-time faculty and more part-time faculty then I care to count.

As I have gone over the readings the main theory that hits close to home is resource dependence… As an academic organization the main resource we are dependent on is our personnel. In my case, the single most valuable resource is my student employees (not that I do not value my other employees, in case they ever read this). I have four office assistants and five fitness center attendants, all of which are worth their weight in gold. As these students graduate replacements must be found; which is never an easy task. Complicating the search process is limited budgets and dependence on federal work-study employees.

The Problem

Of my student employees, all had federal work-study when they were first hired, now only four are eligible. Hiring and retaining students eligible for federal work-study is becoming more difficult by the year.

For starters let me explain why federal work-study is so significant: As an employer I am responsible for only 25% of a work-study eligible student’s hourly wage as compared to 100% for non-work-study students. This program is considered part of a student’s financial aid award so it is based on their overall need. The personal economic status of these students did not change; the amount of funds for work-study has significantly decreased, changing the line of eligibility. Since the 2004/2005 academic year the funds distributed to the University for work-study from the Feds has dropped over $85,000.

Compounding the issue is the increases to Missouri’s minimum wage that began in January of 2007. At that time, the minimum wage increased from $5.15/hour to $6.50/hour. In 2008 it went up to $6.65/hour and at the beginning of 2009 it will go up again to $7.05/hour. My budget has not seen a single increase during this time to compensate the wage increase.
Our operation hours must be maintained, we cannot decrease the number of hours the employees are needed. At this point the only reason we are not going into the red is that we have a revenue line (I like to call my mad money) from profit sharing for our online classes. If this line were to dry up we would have to cut hours and/or lay employees off.

How can Resource Dependence Theory Apply?

Hatch (2006) defines resource dependence theory as “The basic argument of resource dependency theory is that an analysis of the interorganizational network can help an organization managers understand the power/dependence relationships that exist between their organization and other network actors” (p. 80, ¶ 5).

Hatch goes on to provide basically steps one can take to analyze an organization and then apply ways to manage the resource dependence:

Resource dependence analysis:
I. Needs
A. Identify organization’s needed resource
1. Student Employees
B. Environmental actors who can affect these organizational/environment relationships and thereby support or interfere with the organization’s resource exchanges.
1. Competition between departments for skilled student employees.
2. Competition between departments for students eligible for federal work-study.
C. Criticality – an estimate of the importance of a particular resource.
1. Student employees provide skilled workers at an affordable rate.
2. Having a full complement of student workers frees up the full-time employee to deal with more pressing University matters.
3. Spending a summer without a student worker in a department makes it readily apparent how valuable they are.
D. Scarcity – an estimate of resource availability.
1. Students wanting employment is not rare but those that still have federal work-study and meet the skill-set needed is becoming increasingly more rare.

II. Ways to manage resource dependencies
A. Labor and knowledge dependencies
1. One of the first things Hatch recommends is looking at recruitment strategies.
a. Every year at the beginning of fall term there is a job fair. Advertisements could be posted across campus prior to the event inviting students to visit the department’s table.
b. We could contact financial aid and ask them to send a list of students that are eligible for work-study. From the list we could contact the students via email asking them to apply.
2. Hatch describes teaming up with the competition as a possible way to deal with resource scarcity.
a. The second largest employer of student workers is the University Library. After discussions with the dean it was discovered that they are not fully dependent on hiring work-study. We could ask them to pass along applicants that are eligible for work-study but did not make the cut with them.
B. Release from unwanted dependencies by changing environment
1. It is interesting to find that this is how the Library dealt with the increase of minimum wage. They have only had one increase to their +$200K student wage budget over the last ten years. Instead of trying to recruit harder from the work-study pool they have decreased the number of students they employ. At their peak they had over 130 student employees. Their environment also changed as electronic databases became more prevalent. One major time consumption was shelving and managing newspapers and periodicals. The number kept in hard copy has continued to drop, freeing those students up for other areas of the library.

Bringing Balance to our Organization

From this analysis I have determined that we will first try direct recruitment, contacting work-study employees inviting them to apply. My second choice would be to ask the library to forward their rejected applicants (the library is so competitive that it does not mean they are bad applicants, they just didn’t meet their higher standards that they can demand).
With three employees graduating, hopefully my attempts to meet my resource needs will be successful. We have a functional, happy organization and I would like to continue to support that balance.

Reference:
Hatch, M. J. (2006). Organization theory: Modern, symbolic, and postmodern perspectives. 2nd Edition. New York: Oxford University Press.

Human-computer Interaction

Human-computer Interaction and Libraries

Human-computer interaction (HCI) looks at multiple perspectives of software and hardware developed to interface and interact with computers and humans. Humans constantly ask for easier ways to accomplish computer tasks for their decision making and general usage. HCI is emerging as a specialty within several discipline areas like psychology, anthropology, industrial design, and library science.
According to one source: “A long term goal of HCI is to design systems that minimize the barrier balance between the human cognitive model of what they want to accomplish and the computer’s understanding of the user’s tools” (“Human-computer,” 2). The aim is for the user to create user interfaces that can be operated with ease and are perceived as relevant for the human’s tasks. Icons, the mouse as a navigator, and windows are examples of HCI interactions where users wanted easier paths in their computer journeys. What began as slow inventions has shifted to rapid changes to keep up with new technology (Karet and Karet, 2003). A publication like Computer Technology publishes articles about changes in the technical world of computers. HCI is rooted in the 1980s symbolic-interpretive theory when research concentrated on how people make meaningful communications for specific situations. Many of the newer interfaces for the general public were developed originally as assistive devices for the handicapped.

References
Karat, J. and Karat, C. (2003) "The evolution of user-centered focus in the human-computer
interaction field." IBM System Journal. 42:4, 532 (10)

http://psychology.wika.com/wiki:/Human-computer_interaction.

Investing in the Future

Sustainable Libraries
Despite the library’s growing online presence—from electronic databases and online catalogs to blogs, wikis, and much more—some people still believe that a library is nothing more than a physical building. Since the physical structure plays such an important role in an organization’s environment, it is worth noting how the physical library building affects its patrons, staff, and the larger community. Mary Jo Hatch (2006) noted that humans “associate certain experiences with particular places” which “allows physical structures (built spaces) to evoke meaning for their occupants” (p. 222). Symbolic-interpretivists argue that these physical elements communicate an organization’s values and culture. Thomas Gieryn, an American sociologist, studied this phenomenon at Cornell University during the planning, construction, and occupation of the university’s new biotechnology building. Gieryn found that “agency played a predominant role in the design phase but that the building’s physical structure became the dominant force once the building was completed and occupied” (Hatch, 2006, p. 236). As time passed, Gieryn observed that the physical structure’s influence on human behavior diminished. Unlike these fleeting behavioral changes, I contend that sustainable libraries have an enduring impact on their communities because the two are deeply connected. With Gieryn’s findings in mind, I will discuss how sustainable library structures influence human agency.

What is a Sustainable Library?
While Modernists tend to define sustainability as “that which is economically sustainable,” the symbolic-interpretive and postmodern perspectives emphasize environmental and social justice (Sands, 2001, p. 5). Sustainable libraries “are designed and built to reduce reliance on nonrenewable resources, to consume only the resources that are needed, and to shift consumption of resources to recycled or recyclable products, thus reducing waste” (Boyden & Weiner, 2000, p. 74). Myriad factors are considered throughout the design and creation processes. These include energy and water efficiency, accessibility, air quality, selection of building materials, location options, social and cultural values, the role of stakeholders, funding incentives, and the institution’s long-term goals. Due to the project’s complexity, community members and all constituent groups must be involved in the process to ensure that “actual needs are prioritized, identified, and addressed” (Boyden & Weiner, 2000, p. 74). As a result, long-term relationships are formed among the community, library, and environment.

Change, Change, Change
According to American historian Lynn White, Jr., “All forms of life modify their contexts” (VanDeVeer & Pierce, 2003, p. 55). Similarly, Gieryn discovered that people changed their behavior after occupying the university’s new biotechnology building. In this way, the physical building shaped their behavior. The sustainable library has great potential for influencing change because it is an educational tool in and of itself. It exemplifies—in word and deed—a commitment to the community and environment, both now and in the future. Behavior modification, especially on a grand scale, does not come easily. However, as patrons begin to “modify their contexts” they will begin to use (and perhaps discover the advantages of) naturally lit reading areas, recycling bins, and Energy Star-rated technologies. Sustainable libraries also present opportunities for community outreach through field trips, special presentations, and guest speakers. Lessons about environmental responsibility and social justice may translate into behavioral changes, both in the library and at home.

Sustainability Begets Sustainability
It is crucial that libraries continue to join the sustainable library movement. Academic libraries play an especially integral role because universities are “laboratories for invention” where “campus innovations carry with them an academic imprimatur that will encourage other institutions—whether government or business—to copy the colleges’ work” (Buttenwieser, 2008, p. 37). In order for this movement to be successful, we must recognize that sustainability goes beyond the library’s physical structure. We must change the way we look at these issues in order to properly address them. By adopting core values that emphasize resource conservation, environmental responsibility, and sustainability, we begin to change the nature of the conversation. We must move away from the modernists’ emphasis on rationality and empirical research in order for social justice and environmental issues to gain the standing, consideration, and influence that they merit.

References
Boyden, L., & Weiner, J. (2000). Sustainable libraries: Teaching environmental responsibility to communities. The Bottom Line: Managing Library Finances, 13 (2), 74-82.

Buttenwieser, S. W. (2008). Greening the ivory tower: Campuses make sustainability a core curriculum. Earth Island Journal, 22 (4), 34-38.

Hatch, M. J., & Cunliffe, A. L. (2006). Organization theory: Modern, symbolic, and postmodern perspectives (2^nd ed.). New York: Oxford University Press.

Sands, J. (2001). Sustainable library design. Retrieved October 11, 2008, from http://www.librisdesign.org/docs/SustainableLibDesign.pdf.

VanDeVeer, D., & Pierce, C. (2003). The environmental ethics & policy book (3^rd ed.). Belmont: Thomson Wadsworth.

Time Lag in Educational Assessment

Time Lag in Educational Assessent: Contemporary Political Trends Create Unintended Giant Step Backwards

Educational practice in public schools has trended from modernist practices toward the symbolic-interpretive. The reduced tendency to rely on standardized testing for all grades, and to attempt more individualized instruction is an indicator of this trend. The advent of the IEP (individual education plan) to modify instruction and expectations for students with recognized disabilities is a clear example of altered educational practices in favor of more allowance for individual student differences.
The passage of the No Child Left Behind Act in 2001 was a significant milestone in the attempts to make public education in the United States more effective. The principle mechanism of improvement put in place by No Child Left Behind (hereafter NCLB) is systematic testing of student academic performance in math and reading. Punitive measures are taken against those schools that repeatedly fail to show improvement in less-than-satisfactory test scores.
The political support for NCLB was initially bipartisan; it was the first major proposal of the George W. Bush presidency, based upon a program in Texas during the Bush governorship of that state which was reported as truly successful in improving educational performance there. The political attractiveness of NCLB was undeniable: it promised results in simple modernistic terms through a plausible-sounding system which seemed to make provision for fostering improvement. Friends of education without first-hand experience in the field could find much to like in the description of the program.
Some problems of the theory of NCLB can be interpreted in terms of organization theory, as a conflict between modernist theoretical underpinnings of NCLB and the symbolic-interpretive current educational practices.
The theoretical basis of NCLB assumes the plausibility (and desirability) of educating all students to a given level of proficiency in certain basic academic skills, in reality at the expense of other academic areas. This theory is firmly rooted in modernist thinking, with objective testing to determine progress toward the standard, and with insufficient account being taken of students' individual differences and factors such as local economic influences which affect the students' performance. Strict NCLB enforcement eventually denies funding to low-performing schools. The highly idealistic goal of NCLB flies in the face of practicality, and in the face of the current pragmatic symbolic-interpretive approach to public education.
The flaws of imposing this modernist program onto a more individualized symbolic-interpretive educational system are several. First, common sense tells the reasonable person with experience in education that the concept that all children in so large and diverse a population as the United States can be made to perform at the same level on a given time schedule is unrealistic. From the modernist perspective, the verbal description sounds simple and plausible enough, but it does not look beyond the surface plausibility of the description to the many factors that affect a child's academic performance. In the modernist "top down" organizational plan, there is an assumption that setting a goal and telling the administrators and teachers to achieve it, or else, is sufficient to bring results, or else. To educators accustomed to working with diverse students in a system that has come to recognize their differences, it is a throwback of philosophy to make demands that require returning to the more factory-style pedagogy of modernism.
The ultimate result of the emphasis on the objective test results for the survival of the school leads to the practice of "teaching to the test," at the expense of individual student differences, enrichment and enhancement of the subject matter, and the blind alley of grinding students down with constant emphasis on those skills that may be their very nemeses.
Like other aspects of contemporary society, public education has moved from the modernist to symbolic-interpretive and may be wending to post-modernism. No act of Congress can turn the trend back to the relative "safety" of modernist assumptions. The hands on the clock only move in one direction.


Sources

Hatch, M. J. and A. L. Cunliffe. 2006. Organization Theory: Modern, Symbolic, and Postmodern Perspectives. Oxford: Oxford University Press.

http://www.ed.gov/nclb/landing.jhtml

New Technology Will Impact Libraries

In this volatile global economy, organizations will have to work harder than ever to stretch their budgets. Having to balance an organization’s budget can be a difficult process, especially when funding is in short supply. Being able to stretch the dollar$ is a real asset for the savvy information professional functioning within the library organization.

There is a new technology on the horizon, developed by IBM, that may offer many benefits for organizations, especially libraries, because it is expected to provide an amazingly large amount of storage capacity at a relatively inexpensive price. It is “racetrack technology” and it is a 3rd generation memory storage feature. Expectations are that it will increase current storage capability by 100 times and it will be safer and cheaper which will positively benefit many libraries and their budgets.

About IBM
IBM is a recognized leader in the technology industry and they have strategic partnerships with Cisco, Oracle, and SAS. IBM has been working on a new storage medium for over 4 years. Their researchers finally announced success just this past year. It is not surprising that IBM is a leader in the development of new storage technology. They are a diverse organization with a modernist approach to organizational culture. With operations in over 70 countries, IBM is truly a global organization with a strong influence from a multitude of cultures.

IBM utilizes three modernist control theories: Cybernetic control; Agency theory; and, Market/Hierarchy/Clan theory. Cybernetic control is apparent with IBM's Artificial Intelligence division. They are involved with AI methodologies such as logic programming, performance management, and electronic commerce. IBM also utilizes a reward system for its managers which helps ensure they make decisions that are in the best interest of the stakeholders. IBM monitors output performance and profitability which is derived from the agency theory. Because IBM is deeply involved with markets in many countries, they have a well-established hierarchy to control their global business operations. With over 60 practice group communities in various areas such as e-business and applications development, IBM is a well-structured global technology leader.

IBM is also committed to research as indicated by their large research facilities in worldwide locations, including the US. IBM is currently working with Taiwanese companies, many of whom design and manufacture much of the IT hardware within technology community. They expect this team-effort will enable racetrack memory chips and cell processors to be used in products designed in Taiwan (Nystedt, 2008). This is a good example of resource dependency theory in action (Hatch, 2006). IBM is forming partnerships with Taiwan businesses because this will enable IBM to continue as a technology leader. They will be able to effectively utilize resources that the Taiwanese businesses can provide for the distribution of racetrack enabled chips.


About Racetrack Technology
Racetrack memory was first patented by Stuart Parkin, a chief researcher at IBM. He believed that racetrack technology could provide faster, cheaper, and higher capacity storage than RAM or hard disk storage (Marks, 2008). The RAM technology available today is quick, but expensive. However, the hard drives are slower, but also cheap. Racetrack memory, once it is commercially available, is expected to be both fast and inexpensive.

Racetrack memory is a three-demensional nanomagnetic memory storage. The data bits (0s and 1s) are stored in extremely small magnetic domains within a tiny U-shaped wire of 50nm which will be housed in silicon. Using a magnetic field, data is written to the domains. Spin-coherent electric current runs through the wire and pushes the domains along a track. Sensors along the track read the data (Johnson, 2008). This read-write capability is in nanoseconds. A single microchip can hold thousands of U-shaped racetracks and operates together in 3D arrays (Marsal, 2008).

Current memory chips are built with 2D components. With the new racetrack technology, memory storage capacity increases at least 10-fold. For comparison purposes, this would mean the current IPOD could hold 100-times more songs (200,000) if it utilized racetrack technology. The new technology is a safer storage method, with longer life expectations than the current memory technology. Racetrack technology has expectations of being the universal memory storage facilitator for the next generation of technology devices (Markoff, 2008).


Impact for Libraries
Organizations such as libraries will have much more storage capacity with racetrack technology, which is especially important in the digital age. Massive amounts of data will be able to be stored in safer, less expensive methods. The 3rd generation memory technology, coming from the new field known as “spintronics” could eventually replace all nonvolatile memories which includes hard-disk drives and flash memory (Markoff, 2008).

Although it is expected to take a few years before the racetrack chips are commercially available, the impact of such technology will surely be felt by libraries. Storage devices are expected to be smaller with much stronger, secure capabilities. Libraries, as storehouses of information, will be able to store much more digital volume at a less expensive cost. This will help stretch the library’s budget$ allocation for storage medium.

It is important for information professionals to keep current on technological advances, especially ones that can impact budgets. The advent of “racetrack memory” developed by IBM is set to revolutionize information storage. This will ultimately bring 3rd generation memory capability to organizations such as libraries, as well as the mainstream public, in just a few short years. And, with a lower pricetag, it is sure to be a big hit with budgets everywhere.

References
Hatch, M. J., & Cunliffe, A. L. (2006). Organization theory: modern, symbolic, and postmodern perspectives (2nd ed.).New York: Oxford University Press.

Markoff, J. (2008). Redefining the Architecture of Memory. Retrieved online November 15, 2008, from http://www.nytimes.com/2007/09/11/technology/11storage.html

Marks, P. (2008). IBM creates working racetrack memory device. Retrieved online November 15, 2008, from http://www.newscientist.com/article/dn13648

Marsal, K. (2008). IBM’s ‘racetrack’ technology could increase iPhone storage tenfold. Retrieved online November 15, 20008, from http://www.appleinsider.com/articles/08/04/11/ibms_racetrack_technology_could_increase_iphone_storage_tenfold.html

Nystedt, D. (2008). IBM to Work With Taiwan Researcher on Racetrack Memory, Cell. Retrieved online November 15, 2008 from http://www.pcworld.com/businesscenter/article/151169/ibm_to_work_with_taiwan_researcher_on_racetrack_memory_cell.html

Creating Culture & Values

Libraries strive to offer exceptional services and enrich our communities. The staff are the library's greatest asset, but continuing education can easily be neglected in the daily grind. Education can be a powerful force to create culture and values that are useful to the library's daily operations.

(Original library, Arkansas City, 1908)

Creating...control?
Yep, that sounds awful. Organizations can practice clan control, where the process of socializing people into the organization imparts values and expectations (Hatch & Cunliffe 2006). Joining the library's culture will impact the staff member anyway, so why not ensure that it is in a positive and useful way? Education can both be outside the library (conferences, workshops) and inside (inservices). It is important for formally-educated career librarians to stay current. Other staff members, who may have ended up in the library by chance instead of design, have the opportunity to become even more valuable to the library.

Outside the Library
Training outside of the library is very important and should not be limited to management. Staff cannot learn the values of a library just from their own library. They need exposure to the larger library culture. Stepping out of our library allows us to be objective and gives us a break from the daily grind. We have the opportunity to dissect our practices and see what has been bogging us down or how to do those things differently. Most of the members of this blog can appreciate the burst of energy that follows a good workshop!

Kansas librarians, check out your library system

for great programs like BLaST from SCKLS.

Barriers to staff attendance at workshops and conferences likely have easy solutions. Perhaps the library's professional development funds are available only as a reimbursement. Putting money up front could be a hardship for the staff member. So let's get the library credit card involved. It's not just for WalMart purchases anymore.

Inside the Library
Inservice does not have to be a bad word. Managers, if you just spent the entire day lecturing the staff, no one was paying attention. Staff training should be dynamic and relevant. It can be a great way to decrease stress and build goodwill. Take the time to show off the knowledge of the staff members. Redo the formal values of the library with the entire staff. This is practical, as it helps the staff "be on the same page" (Patkus & Rapple 2000).

So, let's purposefully bring our staff into library culture. Invest in the people who invest in the library. The library will be better off once we really are on that same page.

References:

Hatch, M. J. and Cunliffe, A.L. (2006). Organizational theory: Modern, symbolic, and postmodern perspectives (2nd edition). Oxford University Press.

Patkus, R. and Rapple, B.A. (2000). Changing the culture of libraries: The role of core values. Library Administration and Management 14(4), 197-204.

Sometimes you can't fix everything...

There are three types of organizations. Those where the needs of those served are met, those that meet the needs of the person in power and those that meet the needs of a dysfunctional system. In the October 2008 issue of American Libraries the story, Cruel to Be Kind, discusses what libraries can do to deal with less-then productive employees. Not surprisingly employee performance weighs heavily on the ability of those in management positions to manage. If you have not gotten a chance to read the article here are a few main points presented by the author Miriam Pollack.

The first step for library directors and those in management positions is to deal with conflict and be able to have those “essential conversations” with their employees.

Unpleasant situations and people exist and training managers on how to hire appropriate employees in the first place is only the beginning.

Of course, these types of situations are not unique to libraries. Not all issues an employee is having will be work related. Library directors and managers are not psychologists or social workers and referrals to appropriate individuals seem to be an obvious suggestion for those types of situations. But how do you get an existing under-productive employee into a productive position or out of the organization? Is the latter necessary or not? Sometimes these employees still lack the ability to recognize that they are not performing their jobs well and/or causing problems for other co-workers. The article suggests coaching and the training of management in the giving of constructive criticism. Having a trained manager capable of understanding the skills and positive contributions of each employee and the ability to motivate staff to deliver the best they can is a necessity.

The demonstration of single-loop and double-loop learning is evident in this article. Employees who in the past have gotten away with underperformance, if you will, are now being held accountable for their actions by management. Single-loop learning involves learning from consequences of previous behavior. If an employee has consistently done below the bare minimum required and kept their job then clearly what transpired does not affect their job, or co-workers enough to warrant removal from the situation. But is this really helping the organization or just the employee? Adapting workers to their environment seems a bit odd in a patron-focused world.

That is where double-loop learning occurs and how this is tied back to the article. In double-loop not only does learning take place after consequences but also appropriate behavior is determined. Managers have a responsibility not only to the organization but also to the stakeholders.

Patrons deserve to have friendly helpful staff available.

If employees are not meeting the standards set for customer service the answer might not be to move that employee to another position. The answer might be to find that applicant who has the same type of qualities the organizations desires, but that might not be enough.

While not all organizations are the same, many deal with the same issues on the employee front the same way. A change in not just how employee situations are handled but also how organizations are run needs to occur. Organizations are focusing on patrons and customer service now more than ever before and learning what patrons expect and delivering that in the same way that services are delivered will do nothing but help improve patron experiences. Learning what is expected and how to achieve those goals will assist managers in keeping good employees and weeding out those who cannot rise to the expectations.

Libraries 2.1: Fusing Technology and Service

"Information professionals need to respond to the changes in our world with adaptability, creativity, flexibility, and resolve," (Rubin, pg. xi, 2004).

Look around you. Every household, every business, every industry is inundated with technology. Collaboration and user interaction have become necessary aspects of successful business. With technology taking a front seat throughout our lives, it falls to us as individuals to make use of the tools available. Libraries are no exception. With the advent of Web 2.0, libraries have begun to increasingly adopt new technologies in an attempt to stay current, attract new patrons, and increase the ease of use for existing patrons. Libraries are beginning to understand how important service is to maintaining a viable presence in the community.

Aspects of quality customer service that many libraries have begun adopting include longer operating hours, an increase in the number of community programs available, increased technology that enables patrons to check out books themselves and renew checked-out materials online, access to book lists and reviews for reader advisory, social networking groups on sites like Facebook.com and myspace.com, new medias outside of the traditional library offerings such as DVDs, direct downloads, comic books and manga, along with many others.

Libraries, especially in the public sector, are beginning to understand the importance of foregoing traditional methods in order to pursue paths that embrace the vast changes our world has encountered since the advent of the computer. Unfortunately, in the more recent past, our adoption of technology has been more centered around our own practices. Symbolic-interpretivism has introduced us to the idea of service as a better way of meeting our patrons' needs. As library professionals, we are beginning to apply our knowledge to a constantly changing environment, and recognize the obstacles that must be overcome to consistently provide good customer service.

As Hatch states, this "requires a qualitative change in organizational forms as well as the integration skills and leadership styles demanded of managers," (pg. 120, 2006). Library 2.0, while varied in its definitions, attempted to bring about this change in focus. Unfortunately, many libraries adopting this philosophy fell short of actually engaging users. For Library 2.1 to be effective, more emphasis must be placed on drawing in the community at large. Through this, we can instill desire for the benefits that libraries can provide. "Library 2.0 means a new way of using technology that allows average people to put out content and allows other people to easily see it and respond to it, making connections and creating a sense of community among people," (Boyd and Iovino, pg. 11, 2008). Library 2.1 wants to go beyond this to actually increase the effectiveness of library professionals in assisting patrons.

As a profession, we need "attempts to guide libraries in their efforts to win new users while, at the same time, acknowledging that our current service offerings are insufficient and inflexible," (Crawford, pg. 8, 2008). Many other emerging factors have created a strain on the library system. Depending on community resources, how do you choose what technologies to invest in? The advent of digital libraries and patrons, along with the increasingly 'hands-off' method of searching that many patrons use, makes online offerings vital to success. Additionally, many patrons feel they no longer need the assistance of the librarian. The traditional 'ask and you shall receive' user no longer exists. Most users prefer keyword searches through vast search engines, such as Google, and have no way of verifying the validity of their sources. This is where the change in attitude, to a more service-oriented model, is so important.

During the transition and turmoil that new technology can create, we must train our professionals and paraprofessionals to seek out the struggling patron and offer help. Libraries need to take a page from the retail industry and ask people what they can do to make their visit more pleasant and successful. "We cannot have these changes without some improvements in the capacity, competences, aptitudes, and attitudes of library workers," (Abram, pg. 21, 2008). It is up to us to make changes that will affect our own profession, and any who are influenced by our profession.

In his model on the organizational lifecycle, Larry Greiner discusses the evolution of organizations as they grow. One of the later stages of crises that a company can enter occurs because of a shift in movitation. This shift Greiner refers to as the "Renewal Crisis". We are beginning to "suffer from burnout and other forms of psychological fatigue due to the strains associated with temporary assignments, dual authority, and continuous experimentation," (Hatch, pg. 120, 2006). To combat this, we must embrace a more universal plan, one that encompasses continuing education for all core members of the staff, the need for strong leadership in managerial positions, and the need for a focus on technology that will enhance rather than complicate everyday tasks. We must recognize the importance of not getting so caught up in the technology that we forget why we are using it in the first place.

Greiner's Model of Organizational Life Cycles, Phase 5 represents the "Renewal Crisis"
Hart and Gregor, Figure 11.2

Libraries have fallen behind mainstream society in adopting technologies that will improve productivity and bring in new patrons. We are losing to the vast expanse that the internet provides. We must refresh our image in order to maintain a place in society. Using Web 2.0 tools like tagging, blogging, and social networking we can reach new generations and new audiences. Librarian 2.1 will embrace the service tradition with a technological flourish that will revolutionize how information is found. We will come out from behind our computer screens and engage in that aspect of interactivity that is so important. "Librarians have a once-in-a-generation opportunity to invent a new future. Librarian 2.0 is the guru of the information age," (Abram, pg. 21, 2008).

Sources:

Abram, Stephen. (April 2008). "Social Libraries: The Librarian 2.0 Phenomenon." [Electronic Version]. Library Resources and Technical Services, 52, 19-22.

Boyd, Erin and Iovino, Allison. (Spring 2008). "Library 2.0: The Next Generation (of Librarians). [Electronic Version]. Mississippi Libraries, 72, 11-13.

Crawford, Walt. (Midwinter 2006). "Library 2.0 and 'Library 2.0'". [Electronic Version]. Cites and Insights: Crawford at Large, 6, 1-32. Retrieved on Nov. 1, 2008 from http://www.cites.boisestate.edu/civ6i2.pdf

Hatch, Mary Jo. (2006). Organization Theory (2nd Ed.). New York: Oxford University Press.

Eds. Hart, Dennis and Gregor, Shirley. (2005). Information Systems Foundations: Constructing and Criticizing. Australian National University E-Press. Retrieved on Nov. 16, 2008 from http://epress.anu.edu.au/info_systems/mobile_devices/index.html

Rubin, Richard. (2004). Foundations of Library and Information Science (2nd Ed.). New York: Neal-Schuman Publishers.

Modern Library Done Right!

When a new patron approaches a library for the first time, what they see will often shape their entire impression of the establishment. It doesn’t matter how good the service is, or how well-developed the collection might be, if the building’s interior and exterior are unpleasant, unwelcoming, confusing, or even just downright ugly, that potential patron might just walk away. At the very least, they will have a negative first impression and be reluctant to use that library and its resources.

How to do it right:

The Laramie County Library System (LCLS) in Cheyenne, Wyoming, the Library Journal Library of the Year in 2008, is a great example of how to utilize environmental organizational theory. One patron stated, “Our old library was what you might expect of a mid-size Western town; cramped, a little dingy...serviceable.” (Berry). I doubt it is the goal of many organizations to be described as “serviceable.” So, when it came time to rebuild, Laramie County decided to upgrade. Led by architect AndersonMasonDale, the LCLS built a new central facility that was visually appealing on the inside and out, and was also environmentally friendly. They wanted to use the urban feeling of Cheyenne, but still reflect the wide-open landscape of the state. To do this, they used modern technology and design, but made sure the inside of the building was open, bright, and un-cramped.

The building itself is very welcoming. It is quite large but not plain, and it has many windows. The designers made sure to provide landscaping around the building, which also makes it feel more welcoming. Once inside, patrons are greeted with bright, but not overpowering colors, many of which reflect the general outdoorsy tone of Wyoming. The information desks are clearly marked with large “ASK HERE” signs. This is an important feature. While everyone who works in the library should know what an information or reference desk is, many people who are new to libraries might not be so sure. A big sign that simply states “ASK HERE” welcomes questioners more openly than the stuffy-sounding “reference desk.” There are also multiple reading areas with various sized tables and different kinds of chairs.

Finally, the “stacks” of the library appear to be made largely of brightly colored wood. This is much more pleasant that the archaic metal shelves that many libraries still use. Sure, the metal shelves serve their purpose, but they just don’t look as nice. This may seem a bit trivial, but in increasingly “on-line” world, librarians must do absolutely everything they can to physically get people into their buildings. Besides, wouldn’t you rather work in a bright, open library than a closed in, dark, warehouse-style structure?

References:

Berry III, John N. (2008), “Library of the Year 2008: Laramie County Library System, WY—The Impact Library,” Library Journal, available at: http://www.libraryjournal.com/article/CA6566453.html?q=library+of+the+year+2008 (accessed November 12, 2008).

Library….. Commons? and unCommon Purposes

In recent years the image, purpose and management of the library, both public and academic, has changed. As stated in the article
“The Library as Commons” the tendency has been to use attributes of the model of business to describe and evaluate its function. As a result, libraries began to change the way they displayed books and other materials, coffee shops were installed complete with a variety of pastries and comfortable seating, and libraries often concerned themselves with building collections within its budget
constraints. This is all great, of course, as it is an attempt to provide patrons with access to information resources under certain constraints. The question remains however. Are not libraries fundamentally different from businesses?

The purposes of the two entities, business and the library, can be described at the very least as uncommon. The primary purpose of business is to “maximize profits to its shareholders” while the purpose of the library is to “serve the common good by collecting and organizing information resources and assuring equitable access to those resources” (271). If the model of business does not completely address the purpose of libraries, what does? The model of the Commons.

Commons

Recently the word “commons” has come to be used in the sense of any resources that the community recognizes as being accessible to any member of that community” (p.271). Librarians have sought ways to expand access to resources and as a direct result have begun to build communities or “commons”.

Resources are shared in common rather than held or owned privately then sold or traded for profit as in the business model. These open and accessible to all in the community resources include “software commons, licensing commons, open access to scholarly journals, digital repositories, institutional commons, and subject matter commons in areas ranging from knitting to music to agriculture to Supreme Court arguments” (p.1.)

No longer should library managers and directors hold the belief that the size of the collections, hours of operation, policies, late fees and budget are all that they need to be concerned with in order to serve the patron effectively. (modernist perspective) The library and the “business” of libraries can be and is so much more.

The library should address the community—its needs and concerns in a more direct manner. Managers should analyze the community and its information search behavior in order to best cater to the user. (symbolic-interpretive) and after having gleaned that knowledge managers should provide services and resources that the patron would best and most often utilize.

Yes the image, purpose and management of the library has changed. There has been a definite paradigm shift. Open access to a variety of resources without the constraint of location, format, cost, time of day, or policy has definitely made the Library Common and the community is better for it.

Pics of the Learning Commons at NC State University http://images.search.yahoo.com/search/images?_adv_prop=image&fr=moz2&va=dh+hill+library+learning+commons&sz=all&imtype=&imqualityall

References

Hatch, Mary Jo and Cunliffe, Ann L. (2006). Organization theory: modern, symbolic, and postmodern perspectives. Oxford, NY: Oxford University Press.

Kranich, N. (2004). Information Commons- a Public Policy Report. New York, NY: Free Expression Policy Project, Brennan Center for Justice at NYC School of Law.

Seidl, J. (2006). The Library as Commons. Feliciter, 6, 271-272.

It’s not like working at Starbucks

Consistently ranked by Fortune 500 as one of the best companies to work for, Starbucks has a reputation for treating their employees, even part time ones, very well. Few organizations offer employees, working as little as 20 hours per week, health and disability insurance, retirement packages, stock options and, for all, the weekly pound of free coffee. One aspect of the Starbucks mission statement is “Provide a great work environment and treat each other with respect and dignity.” http://www.starbucks.com/aboutus/environment.asp Generosity to employees demonstrates Starbucks’ understanding of the value of their employees as resources, demonstrating Resource Dependency Theory, but also reflects the company’s interest in “the bottom line”.
Employees who are happier, more connected and more confident in their work do a better job and stay on the job which is an economic benefit for the organization by bringing in or keeping customers and reducing costs of hiring and training. Cross-training is one technique which contributes to better employees.
Cross-training at Starbucks is designed to develop skills, further careers and achieve goals. Specifically these are identified by the company as education of the core product, leadership and business and communications. http://www.starbucks.com/aboutus/jobcenter_thesbuxexperience.asp

Resource Dependency Theory

The relationship between the organization and its employees demonstrates the resource dependency theory of the Modernist organizational perspective approach as discussed in Hatch (p. 80-83). Managers of organizations understand the environment in which they operate. They are dependent on the resources (physical building, coffee bean suppliers, and customers) and especially their employees. Starbucks has a product, coffee drinks, but it is an extremely successful and profitable commercial organization which sells a service; the specialized coffee drink, made to order, handed over by a skilled and friendly barista.
Although you can’t get a gourmet coffee drink at most academic libraries, the library and Starbucks share the role of service institution. The non-commercial library products are books and electronic resources and the assistance to access and use them. Library managers are dependent on the employees of the library (at all levels) to provide the necessary services to accomplish the mission of the library. Beyond hiring the library staff there is little that most library directors can offer their employees, primarily due to restricted budgets in their not-for profit environment. Certainly they can’t compete with stock options, retirement benefits and free coffee. But the consideration of the employees as a valuable resource is applicable there too.

Issue

What can libraries offer their staff members to increase their skills, knowledge and connection to the library? What do the employees want? The answers vary, of course, but like employees everywhere library staff members want a pleasant working environment, to be appreciated, adequate supplies and materials and cooperative colleagues. In the limited resources of a library, which often operates under state or federal funding guidelines, benefits can’t always be financial, but can be meaningful and earnest.

Cross-training

Perhaps an employee of the month award or a reserved parking space could boost morale but those seem like pretty light recognition, a shallow demonstration. However a manager who can organize his/her staff to share the responsibilities, foster communication, handle conflict and show genuine appreciation for the efforts of his staff will be appreciated in return. These are the meaningful benefits. Cross-training employees educates them in the work of other. Cross-training programs can be informational sessions (positional clarifications) or participation programs (positional rotation) (Metzger, 2) When employees know more about how the entire library operates they are more knowledgeable, can better contribute to the overall process, and have decreased boredom and frustration on the job. (“How Job Rotation can Enhance Training Effectiveness”, 2). Cross-training enhances the feelings of contribution and participation in the larger goals of the institution.
In a small library cross-trained employees can temporarily assist in other departments, provide more effective customer service and better communicate with the other staff members. In larger libraries knowledge of the duties and responsibilities in other departments leads to better communication among them and greater cooperation at each level and, of course, better customer service. Although some organizations and employees may reject cross-training due to issues of cost, time, or territorial ideas about responsibilities, it is a method which can work to improve working environments and customer service. Organizations benefit with more confident, satisfied, connected employees who stay on the job reducing the costs of hiring and training replacements for dissatisfied or disconnected employees when they leave.
Maybe working at the library is not like working at Starbucks but when staff members feel included, knowledgeable and connected then maybe it can be a little more like that.

References

Hatch, Mary Jo (2006). Organizational Theory : modern, symbolic, and post-modern perspectives. New York: Oxford University Press.
“How Job Rotation can Enhance Training Effectiveness,” Accounting Office Management & Administration Report 08 (August 2008): 2-4.
Isacco, Jeanne M. (1985). Work spaces, satisfaction & productivity in libraries. Library Journal, May 1, 1985, 27-30.
Metzger, Mary C. “Enhancing Library Staff Training and Patron Service Through a Cross-Departmental Exchange,” Technical Services Quarterly 24 (2006):1-7.
White, Herbert S. (1999). What to evaluate and what to reward. Library Journal, 124 (7), 62.

Green Products or Greenwashed Products?

I've heard it said that Green is the new Black. In fact, you can’t avoid the furious media onslaught of green advertising bombarding the American public these days. But as the saying goes, “buyer beware,” because not all companies toting their green products are actually living up to their promises. As consumers we have to be smart about our purchases, look into these companies, and demand that standards be set so that companies can’t continue to “greenwash” their products and company policies.

Greenwash is described by Greenpeace’s website to monitor greenwashing, www.stopgreenwash.org, as "the act of misleading consumers regarding the environmental practices of a company or the environmental benefits of a product or service.” The Greenwashing Index is a website dedicated to helping customers evaluate marketing claims, serving as a watchdog organization to keep businesses honest, and to stimulate the demand for sustainable business practices. Greenwashing Index compares greenwashing to whitewashing, only with a green brush. Whitewashing, in politics, can be defined as “a coordinated attempt to hide unpleasant facts.” Greenwashing, then, is a coordinated attempt to hide unpleasant environmental facts.

Greenwashing is also an attempt by companies to prove their social legitimacy. Public opinion is now strongly in favor of increased environmental responsibility and companies that are not responding to that public opinion may soon find themselves out of business. Greenwashing products might provide some short term profits, but if the public finds out that they have been lied to, serious backlash against the company could occur.

Companies can paint their products with different types of greenwash. Terra Choice Environmental Marketing has identified 6 “sins” of greenwashing in their 2007 sampling of products. The Sin of the Hidden Trade Off, the most prolific of the sins, is committed by suggesting that a product is green based on a single attribute without attention to other important environmental factors, such as paper products that claim to be made of recycled material but don’t mention manufacturing processes. The second most prolific sin is the Sin of No Proof, which constitutes any claim that cannot be substantiated by a reliable third party or easily accessible supporting information, such as household lighting that claims energy efficiency without any supporting evidence or certification. The next most prolific sin is the Sin of Vagueness, which is exemplified by any claim so poorly defined or broad that its meaning could be misunderstood by consumers. The Sins of Irrelevance, Lesser of Two Evils, and Fibbing make up only less than 6% of the sins committed by the marketing of Terra Choice’s sample products. Some products are guilty of a single “sin” in their marketing but any combination of sins is also possible.

So how can we know that what we are buying is really eco-friendly and not just hype? First, do your homework. (especially for big purchases) Did you know that half of all hybrids currently on the market are no more fuel-efficient than their non-hybrid versions? Second, look at multiple environmental issues rather than at one, single issue. Third, look for products that have been certified by a qualified and independent third party such as EcoLogo or Green Seal. Finally, look for evidence of the 6 sins of greenwashing.

References:

"Boxer-Lieberman-Warner bill in the senate: Dirty energy in the name of climate protection", (2008), available at: www.risingtidenorthamerica.org/wordpress/2008/05/29/boxer-lieberman-warner-bill-in-the-senate-dirty-energy-in-the-name-of-climate-protection/ (accessed 15 November, 2008).
Ellison, J. (2008), “Save the planet, lose the guilt”, Newsweek, 7-14 July, available at: www.newsweek.com/id/143701/page/1 (accessed on 11 November, 2008).

Greenwashing Index, available at: http://www.greenwashingindex.com/ (accessed 11 November, 2008).

"Hippyshopper's guide to: Spotting greenwash" (2007), available at: www.hippyshopper.com/2007/11/can_you_spot_gr.html (accessed 15 November, 2008).

Stop Greenwash, available at: http://www.stopgreenwash.org/ (accessed 11 November, 2008).

Terra Choice Environmental Marketers, available at: http://www.terrachoice.com/ (accessed 11 November, 2008).

Performing the Writer: Using Organization Theory to Manage the Creative Writing Classroom

Although the Creative Writing (CW) classroom seems like an unlikely place for organization theory to apply, there are actually many applications of business-oriented managing techniques. Karl Weick’s (1979, as quoted in Hatch, 2006) enactment theory, the idea that individuals “construct, rearrange, single out, and demolish many ‘objective’ features of their surroundings” (p. 45), plays a large role in the CW classroom. CW instructors must learn to act as managers and to establish authority, identity and classroom boundaries in the same way that an organization must.

Enactment Theory: A Definition

A key concept in Weick’s (1979, as quoted in Hatch, 2006) theory is that “[w]hen people enact laws, they take undefined space, time, and action and draw lines, establish categories, and coin labels that create new features of the environment that did not exist before” (p. 45). In many ways, the classroom functions much like an organization—there are rules, defined roles, a hierarchy of authority, and boundaries. There are five basic values that a classroom can adopt (and that can cross over to organizations) in order to function more effectively and to make use of enactment theory.

Value 1: Construct New Knowledge

Leahy (2005) offered an analysis classroom management, writing that “the classroom is structured around the concept that the learning process, particularly for creative writers, involves moving beyond what one already knows and can do. To be uncomfortable . . . is not a bad thing” (p. 15). In an organization, employees enter with current knowledge of their profession and of techniques for doing their work. However, many staff members are trained or retrained on how to perform their duties, and often, especially in the library context, employees must be interdisciplinary, which can be uncomfortable for some.

Knowledge is the first “objective feature” of the classroom. The instructor must help students move past their current knowledge into something new, or they will remain static in their learning. The CW instructor first has to single out (one of the facets of enactment theory) current knowledge and distinguish it from what the students are to learn. Once current knowledge has been separated, then new knowledge can be constructed. The first classroom value that should be established is that the CW student will construct new knowledge regardless of prior knowledge.

Value 2: Develop Shared Commitment

A key to enactment theory and to the construction of new knowledge is the creation—and possibly demolishing—of boundaries and values. Like any organization, the CW classroom needs an established system of responsibility and authority, and it is the instructor’s task to carry out and maintain this system. Webb (2005, as quoted in Leahy, 2005) writes, “The authority-conscious creative writing pedagogy expects that the creative writing classroom invites shared commitment. This expectation is not an abdication of professorial responsibility. Instead, it marks a paradigm shift in the creative writing classroom to focus on process rather than product” (p. 180).

A thriving organization has employees who embrace each other’s area of expertise and who demonstrate respect for one another, rather than compete with and subvert one another’s efforts. Likewise, the CW classroom should be a place where competition and subversion are discouraged in favor of professionalism. Vandermeulen (2005, as quoted in Leahy, 2005) writes, “I also limit my authority by discouraging individual competition and instead authorizing and training students to collaborate in the process of enabling other students to develop as writers” (p. 50).

In the hierarchy of the classroom, the instructor normally stands at the top, and an informal ladder of authority is established among students. Take, for instance, the classifications teachers put upon their students—“she’s my best student,” “they’re the smart kids,” or “he’s a D student.” Rather than focusing on grade distinctions, instructors should focus upon the process their students are taking to reach their conclusions. Shared commitment becomes a part of this focus, with students learning to examine each other’s processes. A second classroom value that needs to be enacted is that these authors will develop their abilities, their authority, through shared commitment. When trust is developed and authority is dispersed, students can better develop their identities as authors.

Value 3: Disperse Authority through Roles

Another aspect of boundaries is the issue of authority, be it in an organization or in the CW classroom. Employees in most organizations are given titles (roles) that demonstrate their expertise in a particular area, be it as an Assistant Professor, a Librarian, or a Sales Associate. These titles help employees embrace their positions in the organization.

In the CW classroom, the instructor has all the expertise and right to stand at the top of the authority hierarchy, but should she? Is there a difference between the responsiveness of students (or employees, if that makes the analogy clearer) who are treated as though they know nothing and students who are treated as professionals who are developing their skills even further? Vandermeulen (2005, as quoted in Leahy, 2005) writes, “Much of the recent history of composition theory can be understood as a deliberate limiting of the teacher’s authority in order to create a safe space in which students can develop their own authority as authors” (p. 49-50). In general, students respond better when the title of student is eliminated and the role of author is given. The instructor’s role as manager of the CW classroom requires that she encourage her students to embrace their roles as authors.

Authority has to be dispersed among all the participants in the classroom. A third classroom value that should be enacted is that students will be treated as burgeoning professionals who are there to develop their skills, as opposed to empty stores waiting for new knowledge to be dropped into them. In every classroom setting, students should be assigned roles to play, such as author, writer, or researcher.

Value 4: Examine Biases and Assumptions

In keeping with the postmodern view of organization theory, biases and assumptions must be approached. Every staff member in an organization has beliefs and ideas that will differ from another staff member’s. It cannot be avoided, but often employees are put through training sessions on tolerating the views of those with whom they may disagree. There is some crossover here in the CW classroom. The CW instructor should be teaching students to critically examine their own and other classmates’ writing, looking for any assumptions or biases, some of which the student may not even have noticed.

A fourth classroom value should be that the instructor will regularly drive students to examine and identify their own assumptions and biases. Adding to the feminist and gender criticism of the CW classroom, Hall (2005, as quoted in Leahy, 2005) writes that “creative writing’s place in the academy is still suspect, as is the woman writer-professor. My pregnant body overtly marked me woman, though of course I had been a woman for my entire teaching career. That day, I had become a certain kind of woman, and this kind was meant to be at home” (p. 90).
Students will regularly demonstrate their assumptions with no thought that those ideas could be dubious. Dispersion of authority and development of trust and shared commitment require that these assumptions be left behind in the CW classroom. A student who believes that a woman cannot be an effective writer will not be an effective critic of female classmates’ work. The CW instructor has to develop ways to force authors to reevaluate their ways of thinking about the world.

Value 5: Expand Influence to a Larger Community

The final aspect of enactment theory, and really the driving force behind it, is physical boundaries. An organization has the option to enact its own boundaries—it can be limited to one building, one community, one state, or it could even be international. An organization can choose to enact boundaries in its chosen forms of communication, whether it works in person, on paper, or even online. Whatever its physical boundaries, the bottom line is that an organization is in contact with and affects the communities with which it comes into contact. Organizations many times will commit to certain community efforts or work toward community enrichment in order to better thrive.

Community is a rather large part of creative writing, and the CW classroom should be expanded to include much more than the students. Manolis (2005, as quoted in Leahy, 2005) writes:
My students were willing to buy, with some discussion and practice, the idea that peer critique was important, but when I suggested that community is not the same as peer readers, they balked. When I suggested that sometimes community means a group of people more diverse than one’s peers, and at other times, it means a specific group of people, or more than one group whose priorities conflict, they became confused. (p. 141-142)
Indeed, the idea that the classroom extends beyond those immediately involved can be a confusing concept. However, the CW instructor has to teach her students that their work can influence the way those reading it think. They should ask the question, how is my work going to affect the person who reads it?

So the fifth value that should be established is that classroom borders will be demolished and new boundaries enacted that include more than just the community of students; namely, the boundaries should include the community of readers. By establishing these five values, the CW classroom can not only be run like an organization, but it can have a significant effect on participants and the community at large.

References

Hatch, M. J., & Cunliffe, A. L. (2006). Organization theory: Modern, symbolic, and postmodern perspectives. New York: Oxford University Press.

Leahy, A. (Ed.). (2005). Power and identity in the creative writing classroom: The authority project. New York: Multilingual Matters Ltd.