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7/22/2013 12:08:11 PM
Recharge: Why Change Stalls and What You Can Do About It
Jevon K. Powell, an organizational psychologist specializing in change management, presented this session on managing large-scale change. Powell was introduced by Madeline Cohen, who is the Director of the U.S. Courts 10th Circuit Library.
Powell discussed what can be done to help insure a change initiative succeeds. He stressed that employee involvement in teh process is crucial, though the involvement should be carefully structured. He also discussed reasons why change can frequently stall in organizations, including change fatigue, poor communication and planning for change, and fear of the unknown. Powell described the common stall points that arise during change initiatives, and offered useful levers for moving the initiative past the road blocks. He also stressed the importance of having metrics that can measure the effectiveness of the change initiative.
Powell's primary argument was that change advocates must adopt a conceptual model, or "change road map," for implementing change management systematically, in order to overcome these obstacles. He briefly described the different models that have been developed, then focused in depth on the Head-Heart-Hands model developed by Gibson and Billings. This is the model that he relies on in his consulting work with organizations undergoing large-scale change. This model employs a grid, centered around thoughts, feelings, and behaviors, to insure that an organization addresses all aspects of a change initiative. The grid allows the change leader to identify every action necessary, so that no crucial aspects of change management are missed. This struck me as a very commonsense approach, and one that would help the change leader to make sure they focus on each of these areas in managing a new project or initiative.
Powell's provided several useful handouts, the most effective of which showed a detailed view of the Head-Heart-Hands model. Powell was very effective at using humor to maintain interest throughout the session. He also encouraged questions and feedback from the audience, and had the audience walk through several exercises during the program. These efforts kept the audience engaged througout the 90 minute session.
Posted By 7/22/2013 12:08:11 PM
7/20/2013 7:00:39 PM
Foreign, Comparative and International Law (FCIL) Librarianship Core Competencies
Compared to other sessions held during the Annual Meeting, this past Sunday’s FCIL Librarianship Core Competencies session (coordinated by Neel Kant Agrawal, Michael G. Moore, Lyonette Louis-Jacques and Mary Rumsey) was unusual in that it had two purposes: in addition to educating the attendees on the topic discussed, this session was a collaborative effort to begin the creation of a resource to be shared with the rest of the profession.
The session began with the attendees breaking up into eight moderated breakout groups, each discussing one of eight aspects of FCIL librarianship:
- Researching Foreign and Comparative Law
- Researching International Law
- Technical Services
- Collection Development
- Information Management and Trends
Each group discussed its designated topic for about half an hour, working together to draft a list of core competencies for each specialized aspect of FCIL librarianship; afterwards, the groups disbanded and the participants repeated the process by discussing a new topic in a different group. The session concluded with the moderators summarizing the conclusions reached by the two groups discussing each topic, and then sharing these summaries with all of the attendees.
I found myself appreciating the group discussion format as the session progressed. Participating in two groups left me with two very different experiences; I not only had the opportunity to learn about widely different issues, but also gained an appreciation for how varied FCIL librarianship can be. This format also took advantage of the experience of the more senior attendees; the topic groups brought specialists together with the newer librarians interested in their areas of expertise, giving newcomers like me the opportunity to learn by listening to the experts discuss their work.
Hearing the summarized result of each group’s discussions was definitely food for thought. Each aspect of FCIL librarianship had unique core competencies, but many core competencies were common to several aspects: subject matter knowledge, familiarity with available resources, a flexible approach to patron services and a working knowledge of foreign languages apparently came up in many of the group discussions. By far the most widely suggested core competency, however, was the ability to network and form collaborative relationships among libraries. While hardly a shocking result, given that the discussion groups were composed entirely of librarians attending a professional conference, this conclusion was supported by the fact that the sheer range of what is involved in FCIL librarianship (and the resulting value of specialization and cooperation) were well established by the end of both of the group discussions I was able to join.
I definitely enjoyed attending this session, and I am looking forward with interest to seeing how future FCIL Special Interest Section events or publications might build on the results of this session’s discussions.
Posted By 7/20/2013 7:00:39 PM
7/19/2013 5:58:40 PM
Program Review - G2: Meeting the Needs of Students and Their Future Employers: Discussions on Legal Research Instruction and Student Services Inspired by Practitioner Feedback
Presenters: Maureen Cahill, Co-moderator & Speaker, Student Services Librarian, University of Georgia; Patricia Dickerson, Co-moderator, Student Services and Reference Librarian, North Carolina Central University School of Law Library; Shawn G. Nevers, Speaker, Head of Reference Services, Brigham Young University; Erin Schlicht, Coordinator & Co-moderator, Access Services Librarian, University of Minnesota Law Library
At the 2013 Annual Meeting this week, I attended several programs and roundtables centered on improving legal research instruction and meeting the needs of students. This program, however, differed from the other programs in that it was based on empirical evidence, rather than purely anecdotal information, of how practicing lawyers conduct legal research and practitioners’ opinions of new associates’ research skills. From that evidence, program attendees brainstormed specific solutions to meet the gaps in students’ and new associates’ legal research skills. I found that this program zeroed in on things we librarians can do to make our instruction and services more relevant to the practice of law.
In 2011, the Academic Law Libraries Special Interest Section appointed a Task Force on Identifying Skills and Knowledge for Legal Practice. This Task Force was charged with identifying the current and future research skills that law school graduates need to succeed in legal practice. To accomplish this charge, the Task Force developed and distributed two surveys, one for practicing attorneys and one for law firm librarians. Both surveys were designed to determine how current practitioners conduct research and the adequacy of the legal research skills of new associates. While the law librarian survey is still being reviewed, the results of the practitioner survey have been reported and were the basis for Program G2 at AALL 2013.
To begin the program, Shawn Nevers reviewed the data collected from the practitioner survey and shared questions he believed arose from the results. Maureen Cahill then addressed the question of how a “Student Services” librarian could use this information to change both teaching and activities outside the classroom. She emphasized that we must listen to students, faculty and administrators to learn what students will be doing in the future and to anticipate student needs. We then must take this information back to the law library and involve all library staff in adapting law library collections and services to those needs.
Some highlights from the roundtable brainstorming sessions include:
1. The survey data indicated that younger attorneys start their research with Google. Mr. Nevers asked whether we were teaching the strengths and weaknesses of Google. Suggested solution: Use the infographic “Get More Out of Google” from HackCollege.com.
2. The survey data showed that attorneys use indexes and tables of content frequently and continue to use terms and connectors searches. Mr. Nevers asked how we would show these survey results to students to emphasize the importance of legal research tools. Suggested solutions: a) Prepare videos of summer associates/interns speaking on the importance of legal research, or b) Insert into class power points quotes from recent grads on “what I wish I had learned in legal research class.”
3. Ms. Cahill exhorted us to go where the students are, talk with them, and listen to them. How do we get students to talk to us about what they need? Suggested solutions: establish relationships of trust, show your enthusiasm for legal research, and demonstrate your understanding of the practice of law by providing real life examples of research problems.
4. One discussion question focused on the assessment of students’ legal research skills. Suggested solution: Conduct a practical skills test at the end of each semester. Each student has 45 minutes to demonstrate competency in using both a digest and the “one good case” method to find case law. Each student also must demonstrate competency in using a citator. This type of test also may present “teachable” moments that stick with the students.
Posted By 7/19/2013 5:58:40 PM