Creativity & Innovation

Get Inspired To Innovate: Ignore What You Know

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In a fairly well-known library journal I came across a column advising librarians on keeping up. There I found suggestions for how to stay on top of what’s happening in the library profession. At least that was the author’s intent. What left me disappointed was the narrowness of the scope of the suggested resources. It was mostly a collection of the same old “popular” librarian blogs. Several of those listed would hardly even help if your real intent was staying abreast of the latest developments in the profession. My other issue with this column’s advice is that it neglects to point librarians in the right direction for keeping up with content that will inspire them with creative new ideas for innovation. That’s why my advice is for librarians to always look beyond librarianship for greater inspiration. That’s where you’ll find the ideas that could be applied to library practice waiting to be discovered.

You’ll find similar advice in Bill Taylor’s blog post Don’t Let What You Know Limit What You Imagine. He reminds us that it’s important that we not let our experience – and all that we know about our industry and what we read about it – limit our capacity to come up with new ways of looking at things. He says we need to have “vuja de” :

The most effective leaders demonstrate a capacity for vuja dé. We’ve all experienced déjà vu Looking at an unfamiliar situation and feeling like you’ve seen it before. Vuja dé is the flip side of that — looking at a familiar situation (a field you’ve worked in for decades, products you’ve worked on for years) as if you’ve never seen it before, and, with that fresh line of sight, developing a distinctive point of view on the future. If you believe, as I do, that what you see shapes how you change, then the question for change-minded leaders becomes: How do you look at your organization and your field as if you are seeing them for the first time?

He uses Commerce Bank as his primary example. You can read more of the specifics in his column, but what captured my attention is that Commerce refused to benchmark itself against other banks. Think about how often we do this in our libraries. We look to see what the other libraries are doing. We develop “comparison” lists so we know which libraries we need to follow. True, it’s a good idea to occasionally ask colleagues in similar libraries how they handle a specific problem (e.g., I recently asked for advice on a particular policy issue), but just following what other libraries do, according to Taylor, is unlikely to lead to any significant innovation in your library.

Commerce’s leaders ignored what other banks did, especially when the talk turned to “best practices”. Instead it looked at totally different industries. So instead of studying Citibank and BankAmerica, they followed what was happening at Target, Starbucks and Best Buy. Taylor concludes by reminding us:

You can’t let what you know limit what you can imagine. As you try to do something special, exciting, important in your work, as you work hard to devise creative solutions to stubborn problems, don’t just look to other organizations in your field (or to your past successes) for ideas and practices. Look to great organizations in all sorts of unrelated fields to see what works for them — and how you can apply their ideas to your problems.

By all means, follow the library literature that helps you to become a better librarian, and that keeps you alert to what’s happening in the world of librarianship. That’s a path to continuing professional development that will help you to keep growing and improving your professional practice. But don’t stop there. When it comes to keeping up, go beyond those traditional library magazines and blogs. Don’t place those limits on your powers of creativity and innovation. If you need some suggestions for resources beyond the library literature, you’ll find some at my Keeping Up Website. In the new year, choose to be more intentional about ignoring what you know in order to discover new ways to design a better library experience for your community members.

User Experiences

Be A Solutions Provider Not Just An Ingredients Supplier

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Recommending that librarians should provide different levels of service to community members is right up there with advocating for the end of reference desks or a future dominated by bookless libraries. It can be volatile subject matter for discussion. The library is a commons that is owned by each community member, and each of those members is equally eligible to receive all the benefits and services and access all the resources to which he or she is entitled. In an age of heightened customer expectations, does the “everyone is equal” approach still work or should librarians be more customer centric.

What does it mean to be customer centric? That is the subject of a new book by Peter Fader, a professor of marketing at the Wharton School of the University of Pennsylvania. In this new book titled Customer Centricity, Fader promotes the idea that successful organizations will wisely segment their customers, and create special services for the most valued customers – services that might be unavailable to other customers. Being customer centric means more than just giving community members everything they want. As he explains in an interview:

Too many people think that being customer centric means doing everything that your customers want, and that’s not the case. Being friendly and offering good service are a part of customer centricity, but they are not the whole thing. Customer centricity means that you’re going to be friendly, provide good service and develop new products and services for the special focal customers — the ones who provide a lot of value for you — but not necessarily for the other ones. You need to pick and choose. Some customers deserve the special treatment, and if others want to buy from you, that’s great, but they are not going to be treated the same.

While the goal of customer centricity may be unthinkable to some librarians, when we honestly assess how we treat community members, we already make distinctions between them and offer special treatment to some and not others. In academic libraries we certainly treat faculty members differently than students. We may offer faculty a book delivery service while everyone else has to come to the library. A faculty member’s research question is typically prioritized. Not fair perhaps, but it’s critical to build a good relationship with the faculty. It’s part of what we do to keep them satisfied; our funding might depend on it.

It’s the same thing with the Provost or President. They’ll receive a level of service above other community members. The quality of the work is no less for everyone else, but the provost or president will get much more personalized attention and faster service – and the amount of attention and effort may even exceed what others would get from a librarian. Those types of inequities aside, what about students. Do we make distinctions among the student body, especially among undergrads? We might have some special service, perhaps private study carrels, for honors students. I’m sure this happens in public libraries as well. Consider the advantages of developing some targeted and personalized research services for customers who can provide the most value, such as city councilpersons or the municipal finance office. Perhaps we are more customer centric than we think.

If we choose to formally recognize the importance of customer centricity then we should make it a part of the design of the library user experience. To put this into perspective I want to share one segment of the interview with Fader that resonated more strongly with me. That’s because I want to advocate that we should always seek to emphasize who we are as library professionals and what we can do for our community members by delivering expert services. Content is important, but the community could easily access the content without librarians. Here’s the passage:

Instead of pushing back and complaining, companies have to realize that instead of just putting products out there, they really need to be a solutions provider. That’s kind of a corny phrase these days, but I think there is some validity to it. Companies need to help consumers figure out how their products and services are going to fit into their lives and offer solutions, and not just ingredients.

Solutions versus ingredients. I really like to think of it that way. All the library content, that’s the ingredients. We can offer plenty of unique material that community members will find nowhere else. What we can’t do, given the number of community members and the limited staff, is provide everyone with the same level of service. Consider a more specialized library experience focusing on provided solutions where customer centricity is appropriate. After all, that’s what design is largely about – finding solutions. That’s what librarians do. Community members bring us their information problems. There’s a gap between what they know and they want they need to learn. There’s a point trying to be made and the data’s missing. The challenge is doing the “picking and choosing” that’s required by customer centricity. How do you make those decisions? Are you already being customer centric, either intentionally or unconsciously? If not, are you thinking about it?

Design Thinking

A Manual For Design Thinkers

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One of the knocks against design thinking is that it’s too much about thinking and too little about taking practical action – getting things done. I wrote about this reaction, which calls into question the value of design thinking, and suggested that we needed to focus more on the design approach as a practical method for putting our design thinking tools and techniques to work. In seeking out more ideas on how to accomplish this I acquired a copy of “Designing for Growth: A Design Toolkit for Managers.”. I believe the book has lived up to expectations. Of the numerous books and articles I’ve read about design thinking, this one is the best at providing a concrete approach to applying design thinking in your practice. Yet in many ways the book sticks to the blueprint for design thinking, albeit broken down into more steps with a variety of techniques organized into “ten tools”.

Let me give you an example. In the classic IDEO method, the first phase of the design thinking process is to be an empathic designer – to put yourself into the place of the end user of your service or product. As was famously said about designers in the Deep Dive video by David Kelley, “We not experts at anything. The only things we’re experts at is the design process.” The video then goes on to illustrate how designers go out into the field to study the existing experience and learn from the experts – those who either create or use the product or service. The second tool in the Toolkit is Journey Mapping. This is an exercise the design team conducts to create a graphic flowchart of the customer’s experience as he or she interacts with the products and services provided by the library. The whole point of Mapping is to deeply understand things from the point of view of the end user. What’s the first tool? That’s another thing I really liked; it’s visualization. The authors, right off the bat, emphasize the importance of visual communication throughout the design process. There’s a chapter dedicated to each of the ten tools, and the one on visualization even has some sketching tips.

Many of the steps, processes and tools discussed in the book really connect back to the basic fundamentals of design thinking. The difference is in the way the ideas, practices and techniques are organized around four phases of the design process: (1) What Is? (2) What If? (3) What Wows? (4) What Works. It’s interesting that steps one and two are all about discovering what the gap is between the problem and potential solution. Again, that’s classic design thinking. What Wows is all about prototyping, and What Works is about implementation and evaluation. It’s all there. That said, I see this book as being somewhat different from others on design thinking. Others, like The Art of Innovation or The Design of Business, are more like straight read throughs. This book really is more like a toolkit. You just use your hammer or screwdriver when you need it to get a job done; you don’t take out every tool in the box. Likewise, if I just want to invite our community members to work with us in developing a new service, I can just make use of the chapter on customer co-creation. It offers me the steps I need to follow to get this done successfully. While some may come away with the impression that the book is a bit on the busy side and that there are many possible distractions within the book, I tend to prefer the many sidebars used throughout the book. They may be a bit of a distraction on the first reading, but then you discover there’s lots of practical advice and ideas found within those sidebars.

If you want to get a taste of the book Designing for Growth, you may want to read an article based on the book, “Learning to use design thinking tools for successful innovation” that was authored by Jeanne Liedtka in the journal Strategy & Leadership (Vol. 39 No. 5, pgs. 13-19). It is behind a paywall, and your library may or may not provide access (NOTE: it can be “rented” for $3.99 via DeepDyve if that option works for you). When librarians ask me to provide more practical ideas for how they can implement design thinking in their libraries, I’m going to point them to Designing for Growth. I think the authors are on the right track when it comes to moving potential design thinkers from thinking to doing.

Research Studies, User Experiences

How To Tell If They Really Love Your Library

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This is a profession that promotes the idea of loving a library. If you need some evidence just visit ILoveLibraries.org. If you find it difficult to express love for a building, then you can shift your affections to your favorite librarian – over at I Love My Librarian. Anyone ever heard of an “I Love My Accountant” movement? Maybe if he or she just saved you a bundle in taxes you would wear one of these.

We like the idea that a library or librarian can be loved by community members, and while I joke a bit with the concept we know it’s a great marketing strategy to encourage community members to show their appreciation and the value they place on libraries. It reminds me of that old Pee-Wee Herman running gag on the classic television show. Whenever Pee-Wee said “I love my/this _______” (fill-in-the-blank) another character would come back with “Then why don’t you marry it” which works great on all sorts of objects, such as fruit salad. Anyone out there want to marry their library?

But what does it really mean to love a library or any other inanimate object? There’s actually a study that attempts to answer this question. It’s a report titled “Shoes, Cars and Other Love Stories” and it’s actually a dissertation in the field of industrial design by Beatriz Russo. The research is based on an analysis of just twenty-four people who were asked many questions about products they loved. The author says the dissertation “describes a journey in unravelling and clarifying this complex, powerful and, sometimes, unexplainable experience people have with special products they love, own, and use.” The author sought to determine what are the qualities and characteristics of product love. Here are a few of the key characteristics:

* There’s a meaningful relationship
* The relationship is deeply rewarding
* The relationship is enduring
* It’s not just an experience but rather a container of experiences
* It can change over time – perhaps even towards dislike

Admittedly there is some vagueness to these ideas. What does it mean to have a ‘meaningful’ relationship with a product? Do those who love a specific product lust over a new competitor? What causes a breakup? Do human loved ones actually get jealous of those loved products? Being it’s a dissertation it can’t answer all these questions, but there’s some useful information that may enlighten us about what it takes to get someone to love our product – or in our case the library and services we provide. If you have only limited time for some browsing of the research findings, you may find the section on the phases of product love as interesting as I did (starts on p.121).

Like any love relationship, product love begins with attraction (e.g., “Wow, take a look at that laptop”). Then there is the build-up phase shortly after the product is purchased, which sounds a bit like the honeymoon part of the relationship (e.g., “I could work on this laptop all day – it’s so light and portable). The continuation phase is where most of the relationship takes place, and it’s at that point where the owner is completely comfortable with the product (e.g., “I couldn’t even imagine getting another laptop”). Now in all love relationships there are some rocky times, and here you can hit a deterioration phase in which the owner loses interest (e.g., “This laptop seems a lot slower than it used to be and those new models are really thin and light”). And you know what deterioration leads to of course – the end phase (“I’ve had it with this sucky laptop”). In some ways it sounds just like a real relationship, although we only throw out our products at the end of the road.

Does knowing the basic qualities and phases of product love make it possible for librarians to truly understand not only what community members mean when they tell us they love our library, but to create an experience specifically designed to facilitate such a passionate relationship ? I think you can make a case that it’s possible for members of a public or academic community to develop a meaningful relationship with their library and hopefully with the staff. What’s meaningful about it may be different to a mix of people. For some it may be the books, for others the sacred space and yet for others the interaction and conversation found there. Looking at the list of key characteristics that Russo developed, it is strongly reminiscent of my three core ways in which libraries can differentiate themselves (meaning; relationships; totality). While I’d like to think the connector between the library and the passionate user is a meaningful relationship, that could be an area for more involved research. What would the community members have to say about this?

What we do hear anecdotally (and all too often from non-librarian conference speakers) from individuals is that their fond library memories often stretch back to their earliest encounters with library books or a caring librarian. While the relationships change and the community members move on, their love for the library can endure and cross over from one library to another – unless he or she encounters a library with a truly poor experience. You can well imagine having a much loved product, and then encountering a new incarnation of or variation on that product that truly disappoints. That will probably end the relationship (think “New Coke” or “Qwikster”).

Thanks to this dissertation we can gain a better understanding of the relationship individuals build with products (or services), and how that leads to something along the lines of true love. With that knowledge we librarians might be equipped to provide the type of experience that leads to a true love for libraries. But there are occasions when the relationship changes and community members move on. For some, deterioration and the end may eventually arrive, which is why we need to constantly be finding new members who will become passionate about the library. That’s where marketing, promotion, branding and relationship building come into play. How can we create awareness and best present our library so others will fall in love with it? It may ultimately come down to designing a great library user experience that sets the stage for the blossoming of love.

User Experiences

Be Your Library’s Greatest User

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Note: I wrote this a few days before the untimely and unfortunate passing of Steve Jobs. Jobs did so much to add to our understanding of what it means to deliver a great user experience – and a total, systemic experience. Although he is gone his presence will continue to have a lasting impact on the study of user experience and his accomplishments will no doubt continue to influence our thinking and writing on this subject.

There are many different ways a library staff can express its desire to become more focused on designing a better library. Some of them fall into the realm of improving the user experience. It might be something as basic as usability tests on the library website. It could be creating a staff position dedicated to user experience. It may even take the shape of a larger, staff-wide initiative to design an experience that emphasizes totality. Whatever initiative your library takes up to improve the user experience, it may be wise to step back and position yourself as a user of the library, and not the creator of its services.

Since Steve Jobs announced his retirement as Apple’s CEO numerous articles have both celebrated and critiqued his leadership of the world’s leading technology firm. More than a few could be said to go overboard in their praise of Jobs, and lead us to wonder if it isn’t all a lot of hype. After all, Jobs is but one more CEO of a technology company, albeit one whose vision and innovation has impacted many lives. One of the dozens of articles about Jobs that most captured my attention was featured in Fast Company. Titled “What Steve Jobs Can Still Teach Us” it too puts Jobs up on a pedestal despite a few obligatory remarks about his micromanaging and berating employees over minute product details. What it expresses well however was the way in which Jobs excelled at designing products for passionate users.

What Cliff Kuang eloquently points out is that in order for Jobs to do that he had to be Apple’s greatest user. He tells a story that shares, from Kuang’s view, the moment that more than any other shaped Apple’s future. When Jobs returned to Apple after a 12-year hiatus he found a company ill prepared to compete with Dell, IBM and others. Apple was only doing what all the others did but with higher priced, less competitive products. What happened? Jobs encountered an unknown Jonathan Ive (now Apple’s top designer) working on the iMac. That’s when their long-time relationship began, with an emphasis on great, user-centered design. Kuange writes:

That single moment in the basement with Ives says a great deal about what made Jobs the most influential innovator of our time. It shows an ability to see a company from the outside rather than inside as a line manager…That required an ability to think first and foremost as someone who lives with technology rather than produces it…It’s not clear that anyone else at Apple will possess Job’s same talent for looking at Apple’s products from the outside view of a user.

Therein may lie the important lesson that Jobs can still teach us librarians. We certainly use our own products – we have to – but we do so as the information experts not the typical user. While our expertise allows us to make things simpler for those who seek us out for mediated research assistance, it also prevents us from seeing our library’s facility, resources and services from the outside – as the user experiences it. How might we do a better job of becoming the library’s greatest user? For a start, we might try spending more time with users asking them to tell us how they see and use the library. That’s not a particularly new idea, and we already know what we’re likely to hear (too complicated; less useful than Google; intimidating; etc. ). Perhaps this story about Jobs can encourage us to become more passionate about using our own resources – and really caring about how they are making (or could make) a difference for people – and then demanding from them what any great user would.

Creativity & Innovation

Customers And The Future Of Innovation

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We all want our organizations and work force to be more innovative. If we want to achieve progress, develop new services and create more value for our community members – and especially with constrained resources that prevent us throwing money at possible solutions to our problems – we’ve got to get innovative. Innovation can generally be understood to mean creating something new (or new for your organization) that delivers value. It sounds easy enough but coming up with novel ideas that are within our means and resources to develop and implement, well, it’s not so easy. The organizations that demonstrate a good track record of innovation usually succeed with a structured management approach that helps to build the innovation culture. Innovation management isn’t something I’ve thought about much, so I was intrigued by a new report,from the consulting firm Arthur D. Little, titled “The Future of Innovation Management: The Next 10 Years“. So I took a look and here is what I found.

The report is based on surveys that A.D.Little conducted with approximately 100 CTOs and CIOs. There are five innovation management concepts discussed in the report, but I’m only going to mention the first of them. You can explore the others if they interest you. The first trend to watch is customer-based innovation, and it reinforces some of the important points made about the user experience here at DBL. What is customer-based innovation?

It’s all about finding new and more profound ways to engage with customers and develop deeper relationships with them.

The operative word here is “relationships”. A.D. Little advises its clients to “explore ways of designing an ownership experience”. A car manufacturer, for example, should put as much effort into designing service and support at all customer touchpoints as they do with the design of the cars themselves. That’s the path to designing what is referred to as a “total customer experience.” We need to think more like that in our libraries. A high-fidelity experience should be about totality, not just what happens at any single services point or where usability matters.

A.D. Little sees another trend they refer to as “design-in emotion”. Many products can now offer more features than most consumers will ever use, so competing on features is of diminished value. Instead they should compete on style, design and emotional connection. Apple is the leader in design-in emotion, but other industries are paying close attention. They are learning how to “make an emotional connection with the customer through the design of products, services and experiences, and how to build community, loyalty and advocacy. I recently wrote that libraries will continue to struggle if they try to connect with everyone in the community. Instead focus on the users who are most likely to respond to an emotional connection – and become passionate library users.

I was glad to see that the report reinforces how important relationship building will be for innovation management. It goes so far as to say “As the battle for relationships continues we expect to see a blurring and shifting of sector boundaries…as the basis of competition moves from price and service offering to relationship and customization.” I would suggest that although A.D. Little sees this as the future, it does sound an awful lot like “The Experience Economy“…from 1999.

Here’s another innovation-related item worth a read. The author, Jack Springman, argues that we should drop innovation from our vocabulary. Given how overused it is, maybe Springman has a point. But replace it with what? He writes that “Most innovation efforts, however, are doomed to fail; they direct focus away from what is required to succeed…Creating something new is the goal of most innovation initiatives, but new does not mean valuable. Increasing the value created for customers should be the focus of initiatives intended to generate business growth.” Springman suggests we stop looking at innovation as a cure-all for what ails our economy. Instead, we should focus on the eight ways we can create value for the customers. These include improving our productivity, convenience, speed, choice, feel-good factor, security, low price and gross profit margin (Okay, those last two don’t quite apply to libraries). I do think Springman has some good advice for us:

Thinking in terms of creating value for customers rather than innovation ensures the focus is on customers rather than the company.

So there are two things for you to keep in mind as you go about designing your better library. Manage innovation by building relationships with community members and then focus on creating value for them.

Design Thinking

From Design Thinking to Design Process

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Since writing this post focusing on Bruce Nussbaum’s essay about design thinking as a failed experiment I have come across other posts and articles referencing the essay and commenting one way or another on the state of design thinking. One in particular titled “The Short Happy Life of Design Thinking” authored by Damien Newman was published in the August 2011 issue of Print magazine (sorry but this article is not online), and though it’s a rather short piece I thought it did a good job of capturing the essence of the main critique of design thinking: design thinking doesn’t actually get the desired results. Newman writes:

And here lies the difficulty with the term “design thinking”: It didn’t offer an actual, repeatable process but rather defined how a designer should think, a kind of mind-set that would set in motion the process of design. Design thinking alone didn’t have the results that the simple process of design did…Organizations that bought into the concept of design thinking were not getting what they wanted, which was to produce better, more innovative results.

Newman then goes on to share the story of a new social change project called Common, described as a community for the rapid prototyping of social ventures. One of their ventures is Common Cycles. Newman’s point is that Common is an example of a post-design thinking organization that brings together experience, intuition, creativity and collaboration. Newman believes this is a good example of the transition from design thinking to design process. As I read Newman’s piece I was puzzled between the difference between design thinking and the design process; they seem quite similar in the components that define them. Then I had an experience with the design approach – which is similar to what Newman describes as the design process – and I now think I see how the design approach is similar to design thinking and perhaps is even based on the same principles – but which gives a more practical process for putting it to work on designing solutions.

Here’s what happened. About two weeks after writing the post about Nussbaum’s article I had a great experience in which I participated in a two-day design process workshop at Temple University. This is a development about which I’m quite excited. It is part of a larger effort to integrate more design approach-based education into our B-school curriculum. Most of the activity is coming out of our Center for Design and Innovationwhich is led by Youngjin Yoo, who was previously at the Weatherhead School of Mangement at Case Western University. I previously wrote a post about the book Managing as Designing, a book that evolved from a conference on design in business held at Weatherhead – and which contains a chapter authored by Youngjin Yoo (which I subsequently realized after writing the post). I’ve since had several conversations with faculty leading the effort at the CDI, and we recently collaborated by having our incoming MBA students conduct a design project (about wayfinding) here at the library. Back on June 16 and 17 I attended the Center’s Business is Design workshop, facilitated by Yoo and James Moustafellos, an architect, designer and entrepreneur (and also faculty at the B-school). I thought I knew a good amount about design thinking, which was discussed in the workshop, but I really learned even more about it, primarily the hands-on aspects of the design process.

Here are a few highlights of the workshop:

* Develop a design attitude as a process for innovation – the process should be an iterative one in which we should be asking ourselves “can we make this better?” and being deliberate about taking action to try to make it better. (an exercise using pieces of paper to simulate a design process and express the attitude)

* Technology is not always the path to innovation. Listening, observing and working in teams is another means to achieve innovation. Constraints such as time or resources move the process forward as they force us to be deliberate in our thinking. (a small group activity involving intense listening and shared observations)

* We use design to deliberately shape the behavior of the user (anecdotes about urinal design with the goal of keeping these areas cleaner). Great design can achieve far better results than text-based signs.

* Empower the organization to get everyone thinking and sharing ideas. Move from the old mainframe/dumb terminal paradigm to the personal computing paradigm where everyone is empowered (of course there is the struggle between innovation and control).

* Systemic experiences emerge from the design inquiry process – composed of five questions:
* What are the problems?
* Who are the stakeholders?
* Why are these needs/issues important?
* What are the solutions?
* What are the resources?

* Use the design approach to move from things to action. Move from nouns to verbs. A library is a thing. Transforming people is an action.

To reinforce many of these ideas the workshop challenged us with many design approach activities. I’m not going to provide those details for two reasons. First, this is already a long post that would become even longer, and second, I am hesitant to divulge too many details that would take away any of the surprise elements for those who may take this workshop in the future. I will say that the second day of the workshop revolves a major project that requires the participants to go through the design inquiry process in a very hands-on way. In a combination of field study – getting out to observe, listen, ask questions, record data, etc. – and team-based workshop exercises (e.g., creating personas, experience mapping, etc) the participants gained a great understanding of what it means to go through the design inquiry process.

When I registered for the workshop I thought it would simply reinforce what I already knew about design thinking. It did much more than that. It moved me from just seeing design as a way of thoughtfully developing solutions to a process in which we have to engage ourselves in a mental and physical way. This is why Damien Newman’s article resonated with me, which it may not have without the design workshop experience. Now I understand what he means when advocating for moving from “thinking” to “process”. I believe there is value in understanding design thinking as the way in which designers approach their work, but it is more powerful when we acknowledge that we also must engage in the design inquiry process when we want to produce the “better, more innovative results” that Newman describes. I plan to continue my involvement with the Center for Design and Innovation at Temple University because I believe there is much more yet to be learned about the design process. I would encourage you to seek out similar opportunities – and encourage your colleagues to join you.

Professional Development, User Experiences

Library Workers Make Libraries Better – Together

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Far too often we associate the quality of our libraries with our collections. We may allow our collections to define us in the minds of our community members. I was recently reminded of this while viewing the presentation Scott Walter gave as part of the OCLC Speaker Series. Based on Walter’s editorial in the January 2011 issue of College & Research Libraries, it takes up the issue of what makes an academic library distinctive. All too often the distinction is based on physical collections. For example, my own library at Temple University seeks to promote the uniqueness of its collections about Philadelphia’s history in the 20th century. We promote this in our literature, and we plan programs and displays around this collection – as well we should since it’s an amazing wealth of content that we are proud of and eager to share with the global community. Walter’s argument is that we should be equally adept at developing and promoting distinctive service programs. It’s just harder to do.

Whether it’s collections or services, creating those that gain recognition for being distinctive requires distinctively good library workers. That’s what we hear too little about. With collections, you need good people with the right expertise who can spot materials that will fit an existing collection of distinction or serve as the basis of a new one. Luck or timing are factors that can bring an unexpected collection to the library, but more often than not it is the result of patient and persistent relationship building – and knowing where to make the effort. Creating library service programs of distinction, to my way of thinking, is much more dependent on enabling teams of library workers to develop unique ideas, then figure out how to fund them, invest the time in creating them, get support for implementing them and then evaluate and determine how to improve them. Collection builders may beg to differ, but for me creating and sustaining these services of distinction is the more challenging of the two. No doubt though, both are ultimately about the library’s human resources.

Based on presentations I’ve heard over the last several months, along with case studies of companies that excel at user experience design and delivery, I’m convinced more than ever that dedicated, motivated and committed staff are the key to better libraries. It’s also become more clear that it is the administration’s responsibility to provide the necessary training, educational opportunities and development that enables the staff to excel. In the tension that exists between control and innovation, the administration needs to move more towards innovation and away from control to empower staff to use their expertise to make the libary better. There’s no point in having great people if the administration ignores their great ideas, and is unable or unwilling to afford staff the freedom to try some of these ideas – and potentially have them fail.

It’s not enough to just have great staff – and even if your staff is good or just all right – it is even more important to get them working together. No lone genius or solo maverick is going to create services of distinction. That’s why Jason Young’s keynote for the ACRL President’s Program really inspired me. Discussing concepts from his book Culturetopia, he provided a primer on how to get people working together. If they can’t work together or, even worse – work against each other, the library gets worse not better. Young talked about the human elements that cause staff to have problems that work against team performance. Key among them are the tension and stress that people experience in their professional and personal lives. One antidote is training and development. The other is improving administrator performance when it comes to leadership and team development.

As I listened to Young I wrote this note: “I want to be the type of leader that people are enthusiastic about working with – they want to be on the team.” Young’s advice for leaders: don’t micromanage; listen; be aware of how your gestures contradict your words; make team members accountable; lower the tension by finding out what staff are doing right and reward it. Perhaps his most important point for building teams of great library workers is that gifted leaders are able to figure out what individuals’ strengths are and can then help staff build on them rather than force staff into areas where they are less competent. Need examples of what good teams can do make their libraries better? See the 28 examples of innovative, team-based projects that were submitted for the ACRL President’s Program Innovative Teamwork Competition.

Young shared his years of experience at Southwest Airlines as a corporate trainer and team builder. He emphasized the importance of helping employees build trust in one another. Simon Sinek amplifies and elaborates on that theme in this presentation “If You Don’t Know People You Don’t Know Business“. Establishing trust is critical to building great workplace teams. According to Sinek trust emerges in two ways. First, we have common values. We trust the people who share our world of experience. Second, we trust the people who believe what we believe. That’s why authenticity is so critical, says Sinek. We practice authenticity when we say and do the things we actually believe; they are the symbols of who we are. These are the signals we communicate to others who will then decide if we share common beliefs – and if we do then we have the basis for a trusting relationship.

That’s why we need to pay attention to this Project Information Literacy report (see pg. 7). It tells us that when students seek resources for course-related research they consult instructors 83% of the time, friends 49% of the time, and librarians only 30% of the time. The students don’t perceive librarians as sharing their values nor believing what they believe, so there’s no trust – and if you don’t trust someone you don’t seek them out for help or take their advice – you ignore them (RE: Sinek’s story about making the decision to buy a televison). Listen to Sinek’s presentation, especially the part (about 19-minute mark) where he talks about what really gives us fulfillment in our work. It’s not when we do something great. It’s when we help someone else do something great. It’s when we are generous and help someone else, expecting nothing in return. That’s the nature of a great team, when we help each other to achieve a single goal that is more important than ourselves. Sinek has advice for leaders similar to Young’s: The goal is not to fix others’ weaknesses; the goal is to amplify their strenghts and surround them with the people who can do what they can’t do. When team members find their common values and beliefs, and they begin helping each other to achieve that common goal, you know its going to make the library better.

There are other good examples out there. We can learn from businesses that invest significant effort on staff training so employees develop common values and beliefs. Joe Michelli’s book The New Gold Standard is all about Ritz-Carlton Hotels and how from day one each employee learns the common set of values and beliefs – it’s all documented and shared throughout the organization – and no surprise there’s a chapter dedicated to building trust in the workplace. Or this article about the Pret A Manger. A common set of values and beliefs among staff can lead to great service, whether it’s a luxury hotel or a fast food chain like Pret A Manger. According to the article “Pret has managed to build productive, friendly crews out of relatively low-paid, transient employees. And its workers seem pretty happy about it. Its annual work force turnover rate is about 60 percent — low for the fast-food industry, where the rate is normally 300 to 400 percent.” It’s all based on staff training and development.

No doubt we would all want to do everything we can to help our library workers be their best, knowing it would contribute to a better library. The challenge is in finding the time to create and implement the staff development programs that make it possible. Here, I don’t have the answers, but I do believe there are good models out there and hope to share more about that in the future. So much of what I’ve been reading and watching of late focuses on the importance of library workers and the necessity of building trusting relationships throughout the organization, from the administrative offices to the front line service desks. If we fail to build this culture of trust, if we fail to establish a common goal in which we all believe and work towards, then we have little chance of creating the great teams of library workers that make libraries better. That’s ultimately what leads to libraries of distinction.

Service Design, User Experiences

Punishing Everyone For A Single Transgression

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Does something like this ever happen in your library? A single-parent student has no choice but to bring a toddler son or daughter to the library. It’s a weekend, and the student has an assignment due on Monday. College libraries can be a little boring for the young, so the child does a bit of acting out or the parent lets the child use a computer. Another student complains about the noise or inability to get on a computer. It’s an isolated incident. The vast majority of the community members who bring their children to the library cause no problems for others. Despite this single transgression, because of a complaint, the library administration overreacts. Something must be done. A response is required. So the answer is to punish everyone who needs to bring a child to the library even though the vast majority conform to the existing policies. The existing access policy is quickly revised to restrict toddlers from coming into the building, or they are perhaps limited to a single area of the building. Whatever the response, it was likely too much too quickly – without really thinking through the impact of the change on the majority of the user community.

This is just one scenario. It could be anything that involves a single incident in which a community member violates a policy. Perhaps a laptop was broken. It could involve a special collection item that was damaged. Whatever the case, does the “this means we have to change the policy” response make any sense? It’s good to respond to a complaint, but is there really a need to change the policy over a single incident? In these situations the outcome is to punish every person who follows the existing policy and causes no trouble at all. You may have seen a previous presentation by Derek Sivers. He’s done a few memorable turns at TED. I enjoyed his short video presentation about this problem, “Don’t Punish Everyone For One Person’s Mistake”.

http://www.youtube.com/watch?v=FPOezLL398U&feature=player_embedded

Sivers makes the point that people are going to break the rules, screw up or otherwise act out in some way that will create a problem. It’s going to happen. You can’t prevent every problem. You can only do your best to create an environment that facilitates the best possible library experience for community members. When that doesn’t happen because of the actions of a single individual or perhaps a rowdy group, Sivers says that we need to resist the urge to change the policy to prevent everyone from possibly making the same transgression. I think it’s a good idea to keep things in perspective and ask yourself and others if this single incident really is causing a problem that needs a strong response. Why not do the damage control, then lay back and wait to see if it happens again?

There’s always an opportunity to change a policy. If we change it too rapidly, for the wrong reasons and without contemplating the cascading consequences of our action, we may ultimately alienate far more of our user community members than would have happened as a result of the original problem.

Books, User Experiences

Keeping the Antennae Up: How Listening In The Library Improves The UX

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In an earlier post at Designing Better Libraries I introduced the idea of “Putting up Your Antennae”. I described those innovators who come up with breakthrough ideas as “the folks who have their antennae up, ready to pick up the signals that communicate something important is happening. They are listening and observing.” That’s the key phrase – listen and observe. But there are other ways in which we may listen to and observe our community members.

Many of those practices, as well as the science and art behind them are shared in a new book titledListening to the Customer is a new book by two of the library profession’s leading experts on assessment and evaluation, Peter Hernon and Joe Mathews. The book is a really fine compendium of methods for learning about the user community members. If you and your colleagues want to start exploring the library’s customer base, and develop techniques for connecting with them you will want to take a closer look at this book.I had the honor to share a practice piece for the book. It is in some ways an elaboration of the original post above.

I asked the authors (and the publisher) if they’d be all right with me sharing with you the section that I contributed to the book. They were fine with that, as long as I waited until after ALA. I received a copy of the book so I’m going through it now. Those of us interested in designing better user experiences will appreciate this book. To dedicate an entire book to listening reflects the importance of observing and taking in information – not being quick to provide your point of view. Many librarians bristle at the use of the C word to describe our user community members, so I respect the authors for holding nothing back there, and deciding to refer to them as customers. I recommend that you check the book out – and then think about out you can do a better job of listening – and acting on it – at your library.

Here is the piece that I contributed to the book:

Keeping the Antennae Up: How Listening Improves Service

Much of my undergraduate studies is long forgotten. Fortunately, what I do recall tends to be among the most valuable content to which I was exposed. One of those bits of memorable wisdom was learned in an unlikely course, an introduction to poetry. While I lacked genuine talent for poetry writing, the value of the course was that it taught the importance of drilling down beyond the surface of the words. One cannot underestimate the importance of learning to read in a way to really understand the author’s message. My instructor said something that I remember to this day. “The poet is the antennae of society.” He actually told us to visualize the poet with stalks protruding from their head, capturing all manner of information from the world around. Then the poet would write in a way that would inspire others to explore life through poetry. Poets needed to be astute observers of the world around them.

In our library work we must never underestimate the power of listening. To excel at it we must always have our antennae up, picking up the signals our user community members emit all around us. Doing so allows us to gain sensitivity to the needs and desires of our users. Put simply, listening leads to a better library experience. While the act of listening sounds simple, doing it effectively in a way that leads to positive change is anything but simple. The major challenge is that in our day-to-day work we become so involved in our routines that we become oblivious to much of the non-routine activity happening all around us in our libraries. Those things which are problematic to our users and that prevent them from having the best possible library experience are what’s likely to fly right under the radar of the library worker. In order to become good listeners library staff must make a conscious effort to become more attuned to the sounds and sights around them. When the antennae are up, it can make all the difference.

Two old standbys

We all tend to fall into ruts when it comes to finding out what the user community members think about library services. Two of our favorite old standbys are user surveys and focus groups. The former is an indirect form of listening while the latter is all about listening. At my library we use both techniques. We have found the two are connected. Academic librarians are accustomed to conducting all types from surveys, from quick-and-dirty website polls to the more elaborate LibQual. All of them leave us with some good insights but more questions. Why did they say the website confuses them? How come so few respondents know we already are open past midnight? What we’re hearing often tells us there’s a communication gap.

To enhance our ability to conduct surveys, both simple and complex, we recently became a subscriber to Counting Opinion’s LibSAT software. One of the challenges of satisfaction surveys is developing the questionnaire and collecting the data. LibSAT reduces the amount of time required to create a survey, and provides more options for inviting community members to participate. It will also enable a new type of survey, the post-service survey. Think about a recent hotel stay or a retail purchase. A few days later a request to complete a survey arrives in your inbox. This type of survey, sent to a targeted user right after a reference transaction or an interlibrary loan would provide some direct feedback about an actual service interaction. In conjunction with annual “how are we doing” satisfaction surveys, this will amplify our ability to listen to what community members want to tell us about our services and resources. Surveys are good starting points. They help us refine our interests so that instead of trying to listen to all the buzz and noise, which ultimately overwhelms us, we are instead able to point ourselves in the proper direction.

Equipped with this sense of where we need to direct our energy, it’s a logical step to learn more through focus groups. In the past, like many libraries, we’ve used focus groups to help us better understand the less than satisfactory ratings showing up on our satisfaction surveys. More recently we enlisted a team from our institution’s Leadership Academy, an internal professional development institute, to conduct focus groups with students and faculty, both library users and non-users, to provide insights for the early stages of a building planning process. While we want to listen to our users, in this instance we opted to designate the actual listening to a non-library focus group team. Concerned that having librarians present in the focus group might bias responses, we thought it best to do the listening second hand. With tapes, transcripts and reports, it’s almost the same as being there. Focus groups are not without their problems. As Gerry McGovern, web usability expert, stated in a column about focus groups, “The biggest problem: what users say in a focus group rarely matches what they do in a real-life setting. Users’ opinions about a site or product are very rarely consistent with how they behave when they actually interact with it.” (http://www.gerrymcgovern.com/nt/2010/nt-2010-11-01-Focus-groups.htm) So while listening is important to approach what is said in focus groups with a touch of skepticism.

That’s one reason for the growing popularity of anthropological techniques. Well known as an instrument used by corporations to better understand how consumers use their products, field studies add observation to listening. Consider the following example from the corporate world. A company that made body wash products asked their customers what they like and didn’t like about the product. No men ever mentioned in the focus group what was learned in observing them use the products. Many men shampooed their hair with the body wash, a good example of consumers using a product in ways it was never intended. What happened next: all-in-one body
wash/shampoo products targeted to men, which are quite successful. Had the company stopped with focus groups, they might have lost out on a great opportunity. That’s an important lesson for librarians. We need to pay attention to what we hear, but also what we see. Take the focus group report mentioned above. Many participants indicated they wanted the library to be open 24/7. If we listened only to focus groups perhaps every library would be open 24/7. But we know from actual observation that as it nears the midnight hour the library grows deserted. It’s a classic example of people asking for things in focus groups that they would rarely, if ever, truly use. That’s why more limited, self-access 24/7 spaces have grown in popularity in academic libraries. It’s a cost-effective, lower-risk solution to the challenge of listening to the few whose needs hardly represent the average college student. If my institution gives the go ahead to build a new library facility, we’ll listen carefully to the community members, but chances are we’ll want to base some decisions on our observations of their behavior.

Other formal listening devices

In addition to the survey and focus group, librarians can organize more formalized sounding boards in the effort to seek out advice, ideas and feedback related to decisions and planning. The most common approach is to organize committees that allow for representation from community members. At my institution we have several different types of advisory group. In addition to the ones organized at the administrative level, many of our individual subject specialists tap into their own networks in the disciplines so that they too serve as remote listening outposts. Our two primary advisory groups are the Faculty Senate Library Committee and the Student Library Advisory Board. Each group meets two or three times per semester. The meetings are mostly for bi-directional information sharing, but also to create positive connections between the library and its constituents. While there are some common topics at each meeting, such as a report on the library facility, the two groups focus on the issues of concern to the groups they represent.

The faculty are most concerned about collections and services that support teaching and research. The students want to know what we’re doing to make the library better for their fellow students. For both groups we offer a glimpse at pieces of the budget; they all want to know if the administration is treating us decently. The danger of these groups is that the tendency exists for them to become more about us and less about them. Rather than tell them what we’re doing, we need to know how they use what we have and what they’d like to see. That means getting them to do the talking while we listen, and we are usually able to come up with good questions to get them going. As much as the groups are a sounding board for our ideas, we need to learn from them. They are the voice of the community. They allow us to extend our antennae into that community.

Informal Techniques

With the formal methods described above, there are limitations on the effectiveness of listening. Today, technology allows us to extend our ability to listen into cyberspace. To listen to its community members in that space, librarians leverage technology to establish new outposts for tapping the virtual conversation. Take a simple example, the library website. Libraries always offered suggestion boxes conveniently located by the entrance or circulation desk. Some still do, but many more now have a virtual equivalent, the suggestions blog, on their website. We call ours “What’s Your Suggestion” and it allows any community member to let us know what’s on their mind, be it a complaint or an idea for improvement. Either way, we take it seriously and pay attention to what we’re hearing through the messages received. Sometimes we can take action with a positive response, such as when we were asked to provide more single student study carrels in our quiet zones. Other times we cannot, such as when we are asked to provide more electrical outlets, but even then we are able to post an explanation of why we may not be able to satisfy the request. The suggestion blog then becomes an ongoing record of all the requests and explanations – along with comments from students. Above all, it shows the community that we are listening to them.

Social media such as Facebook and Twitter also offer ways to communicate with community members. While they provide a good channel for announcing updates and events, they are perhaps even better as listening posts. By monitoring the tweets and status updates, the library staff and administration can stay alert to any complaints, problems or other issues of which they might not otherwise hear. We have all heard stories about corporations using social media to monitor consumer reactions to their products and services – and responding quickly when problems arise. We can do the same thing. It’s fairly easy to set up alerts on search engines and with other web tools that allow the social media to be monitored 24/7. In 2008, we introduced some new furniture. When we had it available on display for review and community comment, there was none – so we went ahead and bought some of it. To our surprise a student made a video complaining about the new furniture, and then posted it on YouTube. Rather than get upset, we took it as an opportunity to make some minor corrections that would improve the furniture and respond to the complaints. Now, everyone likes the furniture even better.

That is why listening to the community is so important. We are professional librarians. We are experts at acquiring, storing, organizing and retrieving information. We are not experts on design, customer relations management or many of the other elements that add up to a great library experience for the community member. It is often the case that they know what is best. If we fail to listen and pick up these signals we also fail at delivering the great library experience that builds loyal community members, keeps them coming back and most important of all, encourages them to tell their friends to use the library. Following social media to detect what’s being said about the library is proving to be a powerful way to listen, and quickly respond to demonstrate that the library does care.

Carpet Time

New technology tools and social media can improve our ability to listen, but there is still much to be said for good-old fashioned low-tech listening. Good listening approaches that involve no technology could fit into the category that Nicholas Webb, author of The Innovation Playbook, refers to as “carpet time”. It’s a simple concept that emphasizes the importance of spending quality time with the people who use your services and products. Webb says that to “understand what customers really care about – or what could be going wrong in the course of delivering meaningful value – you have to spend carpet time…to see them, feel them and experience them.” If you are a library administrator you can’t experience members of the community from your corner office; you need to walk the floor or get out for face time with your constituents. Here’s an example.

In our LibQual surveys we consistently get low ratings from faculty on information content. To learn more I started visiting department chairs, along with the subject specialist for that discipline. We are occasionally joined by that department’s liaison to the library and possibly a graduate student. When I engage them in conversation about our collection, I rarely hear anything but praise for the quality of the collection in that discipline. If anything, I might hear some requests for specific journals or electronic resources. It may be that when being surveyed anonymously faculty are much more critical, or it may be that when we take the time to ask questions and listen we get a completely different perspective. I am not sure what accounts for this inconsistency, but in the end, regardless of the strength of the collection in that discipline, by demonstrating our willingness to engage in dialogue and listen we are improving our ability to serve our faculty. It is much better to hear about problems directly from the faculty then to get surprised when the LibQual report turns up. I will be interested to see if our carpet time has an impact on faculty responses when we do our next LibQual in 2012.

Carpet time works just as well in the library as it does beyond the walls of the building. We were thinking about creating some flexible study spaces using freestanding wall dividers. Our building has too few formal study rooms. I had one space in mind in our computer commons where there were no electrical outlets, and usually ended up as the place where students lounged and ate meals – which was sometimes a problem as there was more noise and mess than we would like. I thought we could turn it into more productive space. However, there was some concern that students would prefer the space as is. So what did I do? Conduct a survey? Run focus groups? Neither. I simply spent some time on the carpet, literally, talking to students and asking them what they thought of the idea. I also observed to what extent students were already forming study groups in the computer commons. I asked those groups what they thought of the flexible study space idea. Nearly every student I spoke with thought having a flexible space was the best of both worlds, study space when needed and lounge space when it wasn’t. That encouraged my administration to make a modest investment in adding electrical outlets, a wall-mounted flat-panel monitor and two collapsible wall dividers. Now the space can easily and quickly become an enclosed, private study area when needed that has all the features of our traditional study rooms. Surveys and focus groups may have worked equally well, but carpet time was faster, simpler and more direct. By listening and observing, we were able to make a good decision that will improve the library experience for our students.

Keep the antennae up

The best thing about listening to the user community is that it is something any library worker can do. No special training is needed. There are no listening workshops. The more staff members we can enlist to think of themselves as individual listening posts the better positioned the library is to both discover what’s broken and quickly fix and detect ideas for new services. When an undergraduate walks up to the reference desk and asks the librarian on duty why it’s not possible to send a text message from the library catalog, the antennae should start buzzing and the ideas should start flowing. If we do a good job of picking up the signals, there is no end to the ways in which we can enhance the library experience for our community members. What we need to do, as a staff, is engage in a conversation about the importance of listening and observing what happens all around us every day, rather than just going through the motions and being oblivious to the experiences that community members are having as they work, study, relax, socialize, game or whatever it is that motivated them to come to the library. It all starts with getting those antennae up.