Change Management in Public Libraries: Research-Based Political Strategies

Abstract

This study presents seven change management strategies for public libraries: (1) specify the major issue, (2) map the decision cycle, (3) identify circuits and tessellations, (4) target receptive audiences, (5) mobilize civil society support (6) minimize resistance with win-win issues, and (7) maintain legitimizing processes. These strategies are derived from historical case study of a single US case over a 93-year span. The strategies are elaborated using qualitative data from the case. The findings build on existing literature and contribute new knowledge and new methods to the research area. The strategies have practical import for public library managers.     

An analysis of role conflict and role ambiguity within the cancer information service's communication network

This research examines the relationship between individuals' positions in a communication network and their corresponding levels of role conflict and role ambiguity. As part of a larger research program, the data for this study were collected at two points in time from members within the Cancer Information Service (N = 56), an award winning information service of the National Cancer Institute. In general, findings suggest lower levels of role conflict and ambiguity experienced by members of the CIS. In addition, neither the role conflict model nor the role ambiguity model were consistent with the data. Revised models, however, did suggest that experiencing role conflict and role ambiguity may lead to a decrease in the perception that a person is powerful within one's network. In addition, as members' interpersonal contacts increased, levels of role conflict and role ambiguity between regional offices and the National Cancer Institute decreased. The implications of these results for the CIS and other organizations are discussed.     

Leadership: A Supercomplex Phenomenon

Treating leadership as a supercomplex phenomenon and relating leadership research to the philosophical disciplines is a way to begin to understand its enigmatic and fluid nature. Its theories are living theories that change in an ever-dynamic world. Leadership is a phenomenon embedded in experience. This article examines leadership against the backdrop of the disciplines of philosophy (ontology, epistemology, politics, axiology and ethics, and aesthetics) with particular emphasis on phenomenology. I suggest that leaders and followers understand and filter subjective experiences through self-reflection until self-awareness is achieved in the moment by pausing and filtering subjective experiences before responding to people and situations. As a consequence, our intentions can be ethically focused, politically mitigated, and directed appropriately. Additionally, inappropriate intentions can be assuaged if the leader is self-aware and present in the moment.     

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.     

The TeleTOP Implementation Model: Establishing the Use of a WWW-Based Course Management System in a University

The process that accompanies the decision to make an institutional commitment to new ways of teaching and learning supported by a WWW-based course management system is complex. Such a process is underway in the Faculty of Educational Science and Technology at the University of Twente in the Netherlands via its TeleTOP project (http://teletop.edte.utwente.nl). A model was needed to guide the change process. In this paper, the development of the first version of the TeleTOP Implementation Model is described and an exploratory study of the generalizability of the model to other settings is reported upon. The general conclusion of this preliminary investigation is that the model appears to be generally applicable in other institutional contexts also involved in systematic change processes involving WWW-based course management systems, but that some revision of the model is needed. Based on the preliminary exploration study, an introduction to version 2 of the model is presented here.     

An Examination of Personal/Situational Variables,Stress Appraisal,and Burnout in Collegiate Teacher-Coaches

Abstract

Following Smith's (1986) cognitive-affective model of stress and burnout in athletics, this investigation examined (a) the relationship of personal/situational variables (social support, gender, and years of experience) to stress appraisal and (b) the relationship of stress appraisal (perceived stress, coaching issues, and role conflict) to burnout. Male (n = 99) and female (n = 115) teacher-head basketball coaches from NCAA Division III and NAIA colleges completed established measures of burnout, perceived stress, teacher—coach role conflict, and social support and a measure of coaching issues developed for this study. Multivariate analyses supported the hypothesized relationships. Specifically, greater satisfaction with social support, less experience, and gender (females higher) were related to stress appraisal, and all stress appraisal variables were positively related to burnout. Contrary to previous studies, these teacher—coaches reported moderate to high levels of burnout.     

Successful nurturing in residential treatment for abused children

Both parents and children need a high potency nurturing program to develop trust. They must experience a dependent, close relationship to form basic trust. There is no other way to heal the scars of past abuse and insure healthy relationships with others. With proper nurturing, self-esteem is raised and feelings of power, self-control and long-needed security follow. Nurturing can be done successfully in residential treatment for children and out-patient treatment of parents. Selection of academically qualified, emotionally mature and caring staff members is the major factor affecting success. Myriad therapies fail for abused children and families when the vital basic need for nurturance is not filled. Without forming basic trust, the completion of this early developmental task, behavior gains will be short-lived and subsequent emotional problems result. Emotional involvement and commitment from therapists is necessary for the kind of nurturing process that promotes growth and healing. This involvement brings rich rewards to both client and therapist. The younger the children and parents are at the time of treatment, the greater is the potential for success. The program described in this paper illustrates how children can be reunited successfully with their families after a period of residential treatment for the children if the families are similiariy treated.