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Poster Sessions
Asynchronous poster sessions are available on-demand as part of the Joint Spring Virtual Institute, and include PowerPoint presentations synched with audio.

Using the Balanced Scorecard to Create or Re-Create Library Services
Traditionally, the Balanced Scorecard is implemented in organizations to align activities with strategic direction, to translate its strategy into actionable plans. It establishes an assessment system, encompassing the internal processes and user outcomes in order improve service and efficiency. Though the BSC is a management system, it can be adapted to create, or re-create, a library service to ensure that it is contributing towards strategic goals (rather than wasting valuable resources), and that they are implemented in a holistic fashion: 1) the financial and personnel resource implications of the service are identified and determined to be available 2) the internal processes to administer the service have been detailed 3) staff training needs to facilitate the service have been identified 4) the user groups have been identified and their needs will be met For librarians, perhaps the most interesting aspect of the Balanced Scorecard is its inclusion of establishing measurable initiatives that will create the desired outcomes. Over the past decade, librarians, in response to higher education’s focus on measuring educational outcomes, have also become quite engaged in measuring outcomes. Using the Balanced Scorecard to create a new, or re-create an existing, library service guarantees that user outcomes are considered.

Learning Outcomes:
• Know the essentials of Kaplan & Norton's Balanced Scorecard management system; what it is, how it works, and the value it offers.
• Understand how to use the Balanced Scorecard to create a new, or re-create an existing, library service.
• See how the Balanced Scorecard's inclusion of using outcome measurement applies to librarians wanting to assess user learning outcomes.
Presenter(s): Tom Bielavitz, Portland State Library

Ready, Set, Go! Dynamic Training and Development for Paraprofessionals
Our presentation consists of three parts: 1.What is Ready, Set, Go (RSG)!? RSG is a three part program encompassing a variety of instructional methods, spanning 16 weeks. In Part 1, students participate in the RUSA web-based course, "The Reference Interview," a self-paced program with facilitated interaction. In Part 2, students learn tools of the trade using in-house expertise as facilitators. Topics include evaluation of resources, search engine strategies and reader's advisory. During Part 3, students focus on customer service. Students learn techniques to provide them with confidence and skills to incorporate into their daily interactions with customers. 2.How do you Ready, Set, Go!? We will review the components of the program including curriculum development, forms, marketing the program to staff, practice in the use of technology for learning, collaboration and communication, and opportunity for professional staff to be teachers and leaders. Participants will become familiar with the "building blocks" of the program. 3. Results and Success Stories Participants will become engaged learning results, outcome metrics and about the success stories from the perspective of both students and teachers of the program, and the impact RSG has made in the lives and careers of our employees.

Learning Outcomes:
• On completion of the presentation, participants will be able to create an in-house training program to increase skills of paraprofessionals.
• On completion of the presentation, participants will be able to provide leadership and development opportunities for professional and management staff.
• On completion of the presentation, participants will be able to design opportunities for paraprofessionals to employ new technologies.
Presenter(s): Carla Fountain, Orange County Library System

MIing Mentoring Immersively
Our College of Mass Communications and Information Studies Alumni Association offers mentoring in immersive environments as part of our I-COMM Week. We offer mentoring in a virtual space because of time and geographic/space limitations and to allow for global alumni participation. We will record our sessions with mentors and mentees so that viewers can see how mentoring works in an immersive environment.

Learning Outcomes:
• Show others they can mentor in immersive environments
• Demonstrate how to mentor in an immersive, 3D environment
• Create a new platform for mentoring
Presenter(s): Lisa Gieskes, ECPI College of Technology Library

The Only Constant is Change: A Study of the Attitudes and Opinions of Academic Librarians Towards Change
Organizational change happens for many reasons. Today, regardless of whether an organization is public or private, change, in all of its forms, is a driving force. For public organizations, the pressures to change are particularly strong, especially because increasingly rapid innovations in information technologies have placed a large burden on organizations with limited resources. As technologies change, library services have been changed. This poster presentation will examine organizational change from the perspective of insiders, librarians themselves. A typical response to change is to resist. But, pressures exerted by society, library users, and new information technologies cannot be ignored. This poster presentation reports on how librarians understand changes in their profession, and the perceived disconnect between the librarians and their administrations over change management. Attendees will gain insight into how professionals feel about change and how they would improve the management of change and the relationship between themselves and their administrations. The audience will be engaged through quotes taken from the study’s participants and by encouraging the audience to think about what skills they might employ to improve the management of change at their library.

Learning Outcomes:
• Gain insight into how non-managerial librarians approach change in both a personal and professional manner
• Understand the type of relationship that librarians desire with their managers and administrations
• Identify skills that they might need to develop in order to address the change management needs of staff
Presenter(s): Deborah Hicks, Humanities and Social Science Library

Influencing Change when Supervision is not an Option
Some library strategic goals must cross supervisory boundaries in order to create change. How does this change occur when direct supervision is not an option? One method for successfully crossing boundaries is by building a project team that can overcome organizational barriers. This poster session will provide a brief overview of how influence can create change when stakeholders from all areas of the library and campus are appropriately involved in the process. The audience will be presented with information on defining stakeholders, building teams, and creating buy-in for the strategic change. The principles described will be illustrated with an example of a significant change in the Brigham Young University library instruction program that came about because of the work of the project team members. The participants will be encouraged to examine their own area of influence and see what changes can occur because of their efforts to bring together a group of diverse stakeholders.

Learning Outcomes:
• Be able to define three principles of creating change through project management skills where influence rather than supervision is the only way to initiate the change.
• Compare this process through their own experience and an example of a library instruction program that changed by crossing supervisory boundaries.
• Identify one area where they can influence change in their own organization.
Presenter(s): Suzanne Julian, Brigham Young University

Communicating Effectively: It's Not What You Know; It's Who Your Employees Know
Effective communication is crucial at every level of an organization. Middle managers act as intermediaries between departments, where work and information is passed back and forth. When employees cannot communicate and understand each other, goals aren’t achieved, there are more mistakes, and morale suffers. Instead of trying to personally improve communication to everyone in the organization; it is more productive to engage employees to build communication networks where it matters. Most managers would like to improve communication skills, but determining the right blend of communication methods is difficult to balance. In the technological environment librarians work in, email and the web often become the primary communication channel. Yet despite all this technology, most people find information through social networks. The middle manager’s role is to make these informal networks more formal by connecting people up, down and across the organization. This presentation will describe how to create a common language, engage employees, and present ideas to assist middle managers in developing internal relationships. The presentation will engage the online audience by visually presenting these relationships and examples of systems and communication methods.

Learning Outcomes:
• Assess relationships in the organizational network that need more investment.
•  Illustrate how to create productive liaisons within the organization to get work done.
• Describe communication methods to use for different circumstances.
Presenter(s): Nancy Kress, University of Nevada Las Vegas

Managing Online: Web 2.0 Tools for Supervision 2.0
Many managers and employees have hectic schedules that make it difficult to connect throughout the day. Luckily, Web 2.0 has presented us with several tools that can aid in management and communication. This session will discuss the aggregated use of several social software tools for the training and management of student employees. We will explore a functional example of integrated blogging, wikis, photos, and videos in a student supervision environment, as well as discuss applications of this system in other management scenarios. Finally, we will discuss several free software options for creating an integrated online management environment.

Learning Outcomes:
• Gain an understanding of ways to use new technologies in management settings.
• Learn about how to aggregate online tools in order to create the most useful training environment.
• Leave the session with a list of possible supervision tools and free options for implementation.
Presenter(s): Lauren Pressley, Wake Forest University, Z. Smith Reynolds Library

Integrating Training and Doing: Teaching Social Software While Getting Things Done
Library staff need to learn new technology skills in order to stay current with our field, but we also need to learn skills that are relevant to our daily work. Project management through a wiki or other social software can accomplish both tasks, by integrating staff training on a new technology tool into a project directly relevant to the work life of library staff. Participants in such projects not only accomplish the work the group set out to do, but also learn a new tool along the way. This presentation will outline ways to help staff with different learning styles become comfortable with a wiki or other web 2.0 technology tool, describe the steps involved in creating a goal-oriented project plan that encourages participation from all target staff, and also offer tips on how to ensure that the training process is relevant to the daily work of all parties involved.

Learning Outcomes:
• Understand how to use a wiki or other social software service for project management
• Understand how to integrate staff technology training into project set-up process
• Gain gain ideas on how to integrate training and staff development with daily library work
Presenter(s): Jenica Rogers-Urbanek, College Libraries SUNY Potsdam

Training Middle Managers in The Business of Libraries
In October 2007 the Triangle Research Libraries Network (TRLN)* launched a professional development program entitled The TRLN Management Academy: The Business of Libraries. This week-long seminar was aimed specifically at middle managers in academic libraries, with the objective of developing core "business”  competencies critical to their success. The program is an innovative approach, tapping faculty from business schools and organizational development departments to present instructional sessions in the context of the academic library environment. The program was developed in response to: demographic data showing that libraries are facing significant turnover of management positions in the near term; a gap in the preparation of librarians for fiscal, human, and strategic management responsibilities associated with management roles. The online poster session discusses the planning, development, and implementation of this program. *TRLN comprises the libraries of Duke University, North Carolina Central University, North Carolina State University, and the University of North Carolina at Chapel Hill.

Learning Outcomes:
• An appreciation of business-related core competencies for middle managers
• An understanding of the model used to develop this program, with potential application to other topics
• An awareness of the potential for a new kind of collaboration with academic faculty
Presenter(s): Wendy Scott, North Carolina State University Libraries; Tiffany Allen, UNC Chapel Hill; Mona Coutts, Triangle Research Libraries Network

Learning to Lead: An Online Collaborative Model Developed at the 2007 MPLA Leadership Institute
How can new academic librarians collaborate with colleagues in several states and at great distances? What tools are available to help facilitate this process? At the 2007 Mountain Plains Library Association Leadership Institute, eight academic librarians decided to form an online multi-state collaborative peer mentoring forum. Using Google Groups, the eight individuals formed an online environment for continuing development of the leadership skills presented at the Institute. After a slate of topics were identified, participants chose one area of leadership to research for the purpose of facilitating a discussion with the other group members. Topics were covered on a monthly basis, with discussion and assessment activities following readings. The Google Groups site was utilized by the group members to discuss other professional issues including sharing innovative practices, identifying useful resources, and discussing timely workplace issues. The ACRL/LAMA Virtual Institute Poster Presentation will outline how to develop and launch a virtual peer-mentoring space using the structure and tools described. Viewers will be engaged by the voices of the group and can use many of the experiences learned from this collaborative to create their own online groups. The result will inspire others to create their own partnerships for a geographically distributed collaborative.

Learning Outcomes:
• Develop and launch a virtual peer-mentoring space using the structure and tools described
• Conceive of potential partnerships for a geographically distributed collaborative
• Create an initial slate of leadership topics for new discussion circles
Presenter(s): Danielle Theiss-White, Kansas State University; Jennie Burroughts, University of Montana; Erin Dini-Davis, Utah State University; JaNae Kinikin, Weber State University; Karen Neurohr, Oklahoma State University; Holly Phillips, University of New Mexico, Robert Russell; Heather Smith-Collins, Washburn University