Owen soundpl iceberg option one

Dealing With
Change
A Dysart & Jones
Workshop
for
Owen Sound
Public Library

Agenda
• Summary of “Our Iceberg is Melting”
• Discuss of Iceberg and Owen Sound PL
• Other sectors undergoing change
• The nature of Change
• Big Changes Predicted for Libraries
• Small Group Work
• Reporting
• Conclusion

Their home is not safe.
What about yours?

Our Iceberg Is Melting is a simple fable about doing well in an ever-changing world. Based on the award-
winning work of Harvard's John Kotter, it is a story that has been used to help thousands of people and
organizations.
The fable is about a penguin colony in Antarctica. A group of beautiful emperor penguins live as they
have for many years. Then one curious bird discovers a potentially devastating problem threatening their
home and pretty much no one listens to him.
The characters in the story, Fred, Alice, Louis, Buddy, the Professor, and NoNo, are like people we
recognize — even ourselves. Their tale is one of resistance to change and heroic action, seemingly
intractable obstacles and the most clever tactics for dealing with those obstacles. It's a story that is
occurring in different forms all around us today — but the penguins handle the very real challenges a
great deal better than most of us.
Our Iceberg Is Melting is based on pioneering work that shows how Eight Steps produce needed change
in any sort of group. It's a story that can be enjoyed by anyone while at the same time providing
invaluable guidance for a world that just keeps moving faster and faster.
About the book

I wish to tell you a story about a flock of
penguins who live on an iceberg in
Antarctica, the South Pole.
I wish to tell you a story about a flock of
penguins who live on an iceberg in
Antarctica, the South Pole.

This flock of penguins has been living as a
colony on this iceberg for years as far back
as they can remember. They would tell
you “This is our home”.
This flock of penguins has been living as a
colony on this iceberg for years as far back
as they can remember. They would tell
you “This is our home”.

They learn to live together in harmony like
a big family. Penguin are monogamous.
The build their families with love and
marriage.
They learn to live together in harmony like
a big family. Penguin are monogamous.
The build their families with love and
marriage.

Penguins always go hunting for
creatures in the sea and spend much
of their time with friends and
relatives. Except this one. “Fred”.
Fred is very curious and observant.
Penguins always go hunting for
creatures in the sea and spend much
of their time with friends and
relatives. Except this one. “Fred”.
Fred is very curious and observant.
This is Fred. He
is watching the
sea.

Fred had a briefcase stuffed full of
observations, ideas, and conclusions.
One day Fred noticed an iceberg
collapsed into many pieces. Their
home is becoming fragile!
Fred had a briefcase stuffed full of
observations, ideas, and conclusions.
One day Fred noticed an iceberg
collapsed into many pieces. Their
home is becoming fragile!
Oh boy…I
have to do
something!
Oh boy…I
have to do
something!

Icebergs are not like ice cubes. The bergs can have cracks inside, called canals. The canals can lead to large
air bubbles called caves. If the ice melts sufficiently, cracks can be exposed to water, which would then
pour into the canals and caves.
During a cold winter, the narrow canals filled with water can freeze quickly, trapping water inside the caves. As
the temperature goes lower, the water in the caves will also freeze. Freezing liquid expands
dramatically in volume, an iceberg could be broken into pieces.

Alice is one of the
Leadership Council
members. She is tough
and has reputation of
getting things done.
Alice is one of the
Leadership Council
members. She is tough
and has reputation of
getting things done.
Fred took Alice to dive and pointed out
fissures and other symptoms of
deterioration caused by melting. Alice
followed Fred into the heart of the iceberg
to see it with her own eyes.
Fred took Alice to dive and pointed out
fissures and other symptoms of
deterioration caused by melting. Alice
followed Fred into the heart of the iceberg
to see it with her own eyes.
Alice, our
home is
in
danger!
Alice, our
home is
in
danger!
Show me how
it happened.
Show me how
it happened.

Alice was shaken by what
she had seen.
Alice was shaken by what
she had seen.
Fred felt relieved as someone else had
shared his worries, but felt worse as he did
not have a solution to it.
Fred felt relieved as someone else had
shared his worries, but felt worse as he did
not have a solution to it.
I will prepare a
presentation to
convince them.
I will prepare a
presentation to
convince them.
This was not good.
I must talk to all
the leaders.
This was not good.
I must talk to all
the leaders.

Louis was the head of the
council and the most
respected of them all.
Louis was the head of the
council and the most
respected of them all.
NoNo was one of the council
members who was
responsible for weather
forecasts. He was
accustomed to being blamed
for being wrong in his
forecast.
NoNo was one of the council
members who was
responsible for weather
forecasts. He was
accustomed to being blamed
for being wrong in his
forecast.
Alice was practical,
aggressive, and made things
happen.
Alice was practical,
aggressive, and made things
happen.
Buddy, handsome, and the
slightest bit ambitious.
Buddy, handsome, and the
slightest bit ambitious.

Fred prepared an
iceberg model made of
ice to show to the
council.
Fred prepared an
iceberg model made of
ice to show to the
council.
After seeing the demonstration,
Louis was hesitant about the
assumptions, while NoNo said
“No, the iceberg is not melting”.
After seeing the demonstration,
Louis was hesitant about the
assumptions, while NoNo said
“No, the iceberg is not melting”.

Can you
guarantee that his
data and
conclusions are
100% correct?
Can you
guarantee that his
data and
conclusions are
100% correct?
I can’t. But if our iceberg breaks
into pieces in winter, would
many of us die?
I can’t. But if our iceberg breaks
into pieces in winter, would
many of us die?
Imagine if parents
who lost their
children come and
ask “How could this
have happened?”
“What were you
doing?” “Why didn’t
you foresee the
crisis?”
Imagine if parents
who lost their
children come and
ask “How could this
have happened?”
“What were you
doing?” “Why didn’t
you foresee the
crisis?” If Fred is right, we
will have only two
months till winter to
prepare things.
If Fred is right, we
will have only two
months till winter to
prepare things.

Worrying
them is
VERY bad.
Worrying
them is
VERY bad. PANIC!
Don’t want to
panic anyone!
PANIC!
Don’t want to
panic anyone!
MUST keep
this as a
secret!
MUST keep
this as a
secret!
Alice said “We must
inform everyone.
We must call a
General Assembly of
the Colony.”
Alice said “We must
inform everyone.
We must call a
General Assembly of
the Colony.”
Louis needed proof
that the theory was
not a mistake before
calling the meeting.
Louis needed proof
that the theory was
not a mistake before
calling the meeting.

Before deciding to call for a
General Assembly, Fred
proposed an idea. With a bottle
that he found washed up ashore
that was harder and stronger
than ice but as clear, he would
fill up this bottle with water, seal
it with a cap, and leave it in the
ice for a night. If the next
morning his theory was correct,
the bottle will be broken.
Before deciding to call for a
General Assembly, Fred
proposed an idea. With a bottle
that he found washed up ashore
that was harder and stronger
than ice but as clear, he would
fill up this bottle with water, seal
it with a cap, and leave it in the
ice for a night. If the next
morning his theory was correct,
the bottle will be broken.
The next morning,
they found the
bottle broken.
The next morning,
they found the
bottle broken.
Their nightmare
came true.
Their nightmare
came true.
We have to
tell Everyone.
We have to
tell Everyone.

Something
has to be
done.
Our
iceberg is
melting?
Oh Boy…
Oh Boy…
What will
happened
to me?
Stop
Complaining
and start to
THINK!
Lesson 1 : Create the sense of Urgency

A team of 5--including Louis, Alice, Fred,
Buddy, and the Professor--is tasked with
thinking of a solution.
A team of 5--including Louis, Alice, Fred,
Buddy, and the Professor--is tasked with
thinking of a solution.
Lesson 2 : Pull Together the Guiding Team

Let’s drill the frozen
ice and release the
water just like they
do with an oil well.
Let’s drill the frozen
ice and release the
water just like they
do with an oil well.
With all 268 birds
helping hand-in-
hand, it would take
5.2 years to do that!
With all 268 birds
helping hand-in-
hand, it would take
5.2 years to do that!

Let’s move to the
center of Antarctica
where ice is thicker
and stronger.
Let’s move to the
center of Antarctica
where ice is thicker
and stronger.
We will be too far
from the water.
How will we get
fish?
We will be too far
from the water.
How will we get
fish?

What about using a
superglue to hold
the iceberg
together?
What about using a
superglue to hold
the iceberg
together?
That’s very funny.That’s very funny.

Look up there! The bird.
It can’t fly forever. It
must have somewhere to
land.
Look up there! The bird.
It can’t fly forever. It
must have somewhere to
land.
It could be very lost, but
it does not seem to be
afraid. What if moving
from one place to
another was just the way
it lives?
It could be very lost, but
it does not seem to be
afraid. What if moving
from one place to
another was just the way
it lives?
You say it’s a
nomad?
You say it’s a
nomad?
We wouldn’t try to fix melting
icebergs. We would just face up
the fact that what sustains us
cannot go on forever.
We wouldn’t try to fix melting
icebergs. We would just face up
the fact that what sustains us
cannot go on forever.
Yes. Moving
around.
Yes. Moving
around.

The idea is not new. We
had done it before. That
was like when our
colony’s founder moved
to our home today.
The idea is not new. We
had done it before. That
was like when our
colony’s founder moved
to our home today.
Lesson 3 : Develop Change Vision and Strategy

We will
move and
move We will
not stick
to our ice.
Louis called the General Assembly together
again to inform the new strategy.
Louis called the General Assembly together
again to inform the new strategy.

Lesson 4 : Communicate for Understanding and Buy-In

A scout team should go
and look for another
iceberg. Take them and find
such a place.
A scout team should go
and look for another
iceberg. Take them and find
such a place.
Yes Sir!Yes Sir!

There were nearly a dozen birds
expressing an interest in being scouts.
There were nearly a dozen birds
expressing an interest in being scouts.
NoNo and friends were forecasting
storms and dangerous currents.
The Gods are mad and will punish
them.
NoNo and friends were forecasting
storms and dangerous currents.
The Gods are mad and will punish
them.Teacher told the young how
scary moving was. The young
were scared and started
having nightmares.
Teacher told the young how
scary moving was. The young
were scared and started
having nightmares.
Some leaders think the Scout
team needs a leader and start
lobbying Louis. This causes
conflict among leaders.
Some leaders think the Scout
team needs a leader and start
lobbying Louis. This causes
conflict among leaders.
Penguins need a lot of food to
build up fat for winter. The
scouts would have insufficient
time to fish.
Penguins need a lot of food to
build up fat for winter. The
scouts would have insufficient
time to fish.
Word of mouth spread abut
obstacles from NoNo and the
feeding the scouts problem.
More and more were
discouraged and did not attend
the meeting.
Word of mouth spread abut
obstacles from NoNo and the
feeding the scouts problem.
More and more were
discouraged and did not attend
the meeting.
Louis told NoNo that his
forecasting service is not needed
at this moment.
Louis told NoNo that his
forecasting service is not needed
at this moment.

LEAVE ME ALONE! That’s
ENOUGH!!
LEAVE ME ALONE! That’s
ENOUGH!!
I think I deserved to be the scout
leader. Please reconsider.
I think I deserved to be the scout
leader. Please reconsider.
Louis dealt with all entreaties in a straight
and direct way.
Louis dealt with all entreaties in a straight
and direct way.

Hi teacher, I would love
you to tell your
students how heroic it
was to do something
for the colony.
Hi teacher, I would love
you to tell your
students how heroic it
was to do something
for the colony.
OK… But
can I hug
you?
OK… But
can I hug
you?
Buddy helped conversations, convincing the
teacher to speak of bravery to the young,
instead of scaring them.
Buddy helped conversations, convincing the
teacher to speak of bravery to the young,
instead of scaring them.

Son…What about
your nightmare? Are
you still scared?
Son…What about
your nightmare? Are
you still scared?
Oh, they’re gone. I’m
going to help the colony.
My teacher said no
matter whether we are
small or big, we can all
help, Dad!
Oh, they’re gone. I’m
going to help the colony.
My teacher said no
matter whether we are
small or big, we can all
help, Dad!
I will help fishing and
get some food for the
scouts. I will help with
the promotion
campaign.
I will help fishing and
get some food for the
scouts. I will help with
the promotion
campaign.
Lesson 5 : Empower others to act.
We will celebrate with
a “Tribute to Our
Heroes Day” when
they return.
We will celebrate with
a “Tribute to Our
Heroes Day” when
they return.

Life was boring. This is
FUN.
Life was boring. This is
FUN.
I must help.I must help.
Jane will be proud
of me.
Jane will be proud
of me.
Strong, bright, and highly
enthusiastic scouts
jumped into the water
and searched for a new
iceberg that is good
enough for them to
move to.
The scout had been
looking and trying to find
the answer.
Strong, bright, and highly
enthusiastic scouts
jumped into the water
and searched for a new
iceberg that is good
enough for them to
move to.
The scout had been
looking and trying to find
the answer.

Lesson 6 : Produce Short Term Wins
When the scouts returned, they told amazing
tales about the sea, about swimming long
distances, and about the new iceberg they
had seen.
They used up a lot of energy and were
hungry, the littlest member of the team gave
them the spare squid for food.
When the scouts returned, they told amazing
tales about the sea, about swimming long
distances, and about the new iceberg they
had seen.
They used up a lot of energy and were
hungry, the littlest member of the team gave
them the spare squid for food.

The little one also gave them medals to
honour them as Heroes.
The little one also gave them medals to
honour them as Heroes.

The next day, wasting no
time, the second group of
scouts were out to find the
right iceberg which would
be a safe home, with a tall
snow wall to protect from
icy storms, close to fishing
sites, and locate on a route
with enough small icebergs
or ice plateaus along the
way so that young and old
alike can rest while
migrating.
The next day, wasting no
time, the second group of
scouts were out to find the
right iceberg which would
be a safe home, with a tall
snow wall to protect from
icy storms, close to fishing
sites, and locate on a route
with enough small icebergs
or ice plateaus along the
way so that young and old
alike can rest while
migrating.
Lesson 7 : Don’t Let Up, Press
Harder and Faster After the
First Success

A perfect iceberg was found. Later the colony
moved to the new home. The year after, they
were moving again to find a better iceberg.
A perfect iceberg was found. Later the colony
moved to the new home. The year after, they
were moving again to find a better iceberg.

Now even though they found a perfect
iceberg, they still keep moving, a nomadic life
become their culture.
Now even though they found a perfect
iceberg, they still keep moving, a nomadic life
become their culture.
Lesson 8 : Create a New Culture

Just to wrap up
once again…
Just to wrap up
once again… This is the
Change
Management
Process
This is the
Change
Management
Process

Like other good stories, you want to know
what happened to them, right?
Like other good stories, you want to know
what happened to them, right?
Fred
become
Head of
the Scouts
Louis
retired
becoming
only a
grandfather
raising his
many niece
and
nephews
Alice took
over Louis’
job as the
Head of
the
Council
Buddy was
offered
many jobs,
but turned
them
down and
stayed
with family
No one
believes
NoNo
anymore.
His
weather
forecast
job is
handed to
Professor

That’s the end of the story, but just the beginning for you
to think if your library is safe?
Are you sure the iceberg is not melting?

1 2 3 4 5 6 7 8
The 8-Step Process of
Successful
Change
Process:
Kotter & Rathgeber
Our Iceberg Is Melting
Changing and Succeeding Under Any Conditions

Let’s Discuss It
• Let’s start by
discussing this
book by each step
in the context of
Owen Sound and
its library system.

Fables: Learning by Metaphor
Comparison: Learning from Green Movement
Have other sectors or movements
like libraries made the change?

Help others see
the need for change

the importance of
acting immediately.

Pull Together the
Guiding
Team2

Develop the
Change Vision
and Strategy
3

Clarify how
the future
will be…

how you can make
that future a reality.

Communicatefor Understanding and Buy-in
4

Make sure that
as many people
as possible
understand
and accept…

…
the vision
and
the strategy.

Remove as many barriers
as possible

after the first
successes.Golden Pavillion
Kyoto

Hold on to
the new ways
of behaving,

until
they become
a part
of the
culture
of the group.

1 2 3 4 5 6 7 8
We did it with
Lead Free
Gasoline

1 2 3 4 5 6 7
Let’s Do It
Again!

A Simple Exercise
No Contest or Judges Involved!

An Exercise
Stand Up -
Now Just Cross Your
Arms

Exercise: Part 2
Now quickly cross
your arms the
other way

How did that change feel?
Comfortable?
Or Uncomfortable?

Now, rapidly cross and
re-cross your arms ten times
How did that feel?
Did it get easier with practice?

WHY
WHAT
HOW
The
of Change Management

WHY
WHAT
HOW
The
The Purpose

DO YOU HAVE A
PURPOSE?
Purpose serves to change the state of conditions in a given
environment, usually to one with a perceived better set of
conditions or parameters from the previous state.

WHY
WHAT
HOW
The
The Methodology

establish leadership alignment;
create the desire and will to change;
build project team clarity around objectives, roles,
scope and processes.
Create PROJECT
TEAM

Evaluate the impact of the change on
stakeholders; identify existing change processes
and communication channels; clarify the business
case for change.
ANALYZE
Change Needs

Develop the detailed Change Game Plan;
identify resources and assign responsibilities for
execution of the plan.
Deliver on the Change Game Plan elements.
GAME PLAN
Design & Execute

Measure progress and success; share
best practices for continuous
improvement.
MOMENTUM
Sustain the

WHY
WHAT
HOW
The
The Change Levers

1.0 leadership
…its about inspiring

2.0 involvement
…its about engaging

3.0 communicating
…its about sharing information of change

4.0 learning
…its about building skills and competence

5.0 measurement
…its about defining, quantifying and monitoring

6.0 reinforcement
…its sustainingbehavior change over time

WHY
WHAT
HOW
The
The Purpose
The Change Levers
The Methodology

Key Features of Successful
Transformational Change
• It is designed around the organization’s
drivers
• It wins emotional and intellectual support
• It models and reinforces the new way of
working
• It puts significant investment into
communication
• It creates experiences that shape future
behaviour
• It aligns all the dimensions of
management behind the change
• It releases talent, creativity and ingenuity
– often in unexpected ways
• Incorporate the drivers into the project plan
• Develop clear engagement / involvement
strategies
• Accomplished before, during and after
implementation
• Communicate from the very start of the
project
• Align and engage all levels of management
behind the change
• Allow for processing resistance and conflict –
natural during change
• Provide processes that emotionally support
people through all parts of the change
Key Features Implications

Ten Points of Potential Failure
1. A continued discrepancy between top management statements of values or styles and
their actual managerial behaviour – Saying one thing and doing another
2. A big programme of activities without any clear goals for change
3. Confusion between ends and means – the question of ‘training for what’ must be
answered
4. Short-term perspective. Three to five years is a realistic time framework for organizational
change
5. Lack of coordination between a number of different activities aimed at increasing
organizational effectiveness
6. Overdependence on others – either outside consultants or inside specialists
7. Large gap between the commitment to change at the top of the organization and the
transfer of this interest to the middle of the organisation
8. Trying to fit a major organizational change into an old organizational structure
9. The constant search for cookbook solutions
10. Applying an intervention or strategy inappropriately. The tendency to apply someone
else’s package

Key Features of
Leading Change
• Making the journey and destination compellingly attractive
• Helping people see a future they want to be part of
• Helping people find a purpose and meaning for themselves
• Requesting commitment
Enrolling
Enabling
Energising
Exemplifying
• Helping people see possibilities for their contribution
• Challenging self-limiting beliefs
• Setting (together) stretch targets
• Building self-esteem, confidence and trust
• Putting into action
• Building and sustaining people’s energy
• Celebrating successes
• Giving recognition
• Expressing optimism
• Demonstrating the behaviours and values that are being
required of others

Key Features of
Leading Change
• Explain the basic
purpose behind the
outcome
• ‘What was the
problem?’
• Who said so and on
what evidence?
• What would have
occurred if no one
had acted to solve it?
• What could have
happened to us if that
had occurred
Purpose Picture Plan Part
• Paint the picture of
how the outcome
will look and feel
• What is the
outcome going to
look, feel and sound
like?
• How are people
going to get their
work done and
interact with each
other?
• How will a day be
organised?
• Lay out the plan for
phasing in the
outcome
• Outline steps and
schedules in which
people will receive
information, training &
support they need to
make the transition
• People oriented to tell
employees how and
when their worlds are
going to change
• Start with where
people are & work
forward to leave the
past behind and
emerge with new
attitudes, behaviours
& identity
• Establish each
person’s part in both
the plan and the
outcome
• Show employees the
role & their relationship
to others. Until they
see it they can’t adjust
hopes & fears to the
new reality
• Show employees what
part they play in the
outcome & the
transition process

The Transition Curve:
How Attitudes & Feelings Change
Confidence
Time
“I’m not sure I know
what’s going on”
“I feel overwhelmed”
“I can handle this”
“We can’t do this. It won’t work. We’re not allowed”
“Actually, things might get better”
“This could be a better way of doing it”
“This way is more effective”
“S/he really made the effort to help us
implement this change”

Choosing the Right
Communications Tools & Channels
Levelofchange
Level of involvement
Tell Sell Consult Join
Awareness
Understanding
(and Action)
Acceptance/
Alignment
Ownership/
Engagement
Newsletters,
emails, memos,
letters, notices
Booklets, plenary
sessions, presentations,
videos, intranets
Focus groups, working
parties, suggestions
schemes, consultative
presentations
Working sessions, 1-to-1
conversations, workshops,
coaching

Information + Involvement
to Build Commitment & Change
Increasing Commitment
Awareness
of desired change
Understanding
of change direction
Translation
to the work setting
Commitment
to personal change
Internalisation
of new behaviour
“Yeah, I saw the memo”
“I understand where we
need to go”
“I know how we need to
do our jobs differently”
“OK, I’m ready to do it the
new way”
“This is the way we do things
here”
Stages of Individual
Behaviour Change
Information with some
involvement sufficient here
Significant
involvement
needed

Ten Strategies for Employee
Involvement
1. Meet regularly with employees and openly discuss the organisational changes and why
they occurred
2. Recognise that employees understand that you may not have the answers to everything,
but it’s important for them to feel the communications are open and honest
3. Constantly communicate clear goals and vision of the new situation
4. Encourage people to discuss fears and concerns in teams
5. Open ‘suggestion boxes’ for employees to raise questions in anonymity
6. Set up weekly lunches or other informal meetings to discuss the progress of the
restructuring process
7. Whenever possible, assign roles and responsibilities in line with peoples interests
8. Develop rituals and marker events that allow people to connect
9. Involve employees affected by the changes in making decisions about what’s best for
them
10. Discuss realistic career options with employees and ensure training is available for any
new skills that are needed

Coaching Others in Building
Employee Commitment
1. Identify individuals or groups whose commitment is necessary to the
success of the change effort
2. Create and follow a departmental plan to increase commitment of all
players
3. Continually encourage and enable employee involvement
4. Continually communicate the goals of the change process
5. Turn covert resistance to overt resistance and then to commitment
6. WALK THE TALK!

What People Pay Attention To:
1. Leader attention, measurement, rewards and controls
2. Leader reaction to critical incidents
3. Leader role modelling, coaching
4. Criteria for recruitment, promotion, retirement and excommunication
5. Formal and informal socialisation
6. Recurring systems and procedures
7. Organisation design and structure
8. Design of physical space
9. Stories and myths about key people and events
10. Formal statements, charters, creeds, codes of ethics etc
Between 80-90% of behaviour is determined by
the first three points

Top 10 sources of workplace stress
 Too much to do at once
 Random interruptions
 Constant changeConstant change
 Mistrust, unfairness, and office politics
 Unclear policies and no sense of directions
 Career and job ambiguity
 No feedback - good or bad
 No appreciation
 Lack of/poor communications
 Too much or too little to do.

Tips for coping with change
 Take responsibility for what you can control
 Accept that some things are out of your control
 Keep an open mind and ask questions
 Ask yourself - what does a good ending look like for me?
 How is the ending I visualized going to be achieved?
 Think of good examples of change that has worked well
 Talking about it helps – talk to colleagues, your manager, relatives, your partner,
and friends
 Go on online check change advice sites
 Work towards achieving great success out of the change
 Hard, but remain positive and be proactive
 Focus on a final good outcome and a new beginning

Public Library Land
What changes, disruptions and shifts
are already in the environment?

CHANGING GOVERNMENT
PRIORITIES AND FUNDING
What if the provincial and municipal governments
change funding models?
What if higher levels of consortial cooperation are
mandated?
What about shocks to the economy?

CHANGING USERS
If all users are ubiquitously connected with
broadband, have downloading skills for books and
movies, own smartphones, whither libraries?
If the school system (K-12 and HigherEd) changes
radically …?

STREAMING MEDIA
What if all music, audiobooks, and video moved to
streaming formats by 2018?
What if the DVD and CD go the way of vinyl, VHS,
and cassettes?

E-BOOKS
What if all books are digital?
What if book services move to a subscription model
of unlimited use for $7/month?

ENHANCED E-BOOKS
What if all books are ‘beyond text’?
Can we support books with embedded video,
adaptive technologies, audio, updating, software
tools, assessments, web-links, etc.

E-LEARNING AND MOOCS
Could your library support advanced higher
education and offer accredited courses or support
universities and colleges for distance education?
Can you see yourself offering diplomas?

THE FLIPPED CLASSROOM
Could your library support distance high school
education, credits, and home schooling on a much
higher level?

MOBILITY AND BYOD
Could your library support any kind of mobile
device?
Are you fully ready to deliver, agnostically to
desktops, laptops, tablets, phablets, smartphones,
televisions, appliances, at a much higher level?

NEW FORMS OF CONTENT
Are you prepared for new forms of content?
Real multimedia? 3D objects and databases?
Holographics? Enhanced media?
Can you be ready for makerspaces, creative spaces,
writing labs, business and start-up incubators, etc.
Can you publish for your community?

NEW FORMS OF SPACES
What kinds of community spaces are needed in teh
future?
Can Owen Sound support learning spaces,
community meeting spaces, performance spaces,
maker spaces . . .?

THE CLOUD
What if everything was in the cloud? (software,
databases, metadata, content . . .)

DISCOVERY LAYER
What if search immersive resource discovery
becomes as ubiquitous as search engines?
What if schools and public libraries partner on
discovery services (a la NYPL, BPL, QBPL, and NYED
with their BiblioCommons initiative)

METADATA VAULTS
What if all metadata and content discovery is freely
available using open APIs through the OCLC
WorldShare vault and the Digital Public Library of
America / Europeana vault of open and free
metadata?

Is this library ready to support a world of
unlimited content, multiple formats, massive
access, and consumer expectations of MORE?
Yes?
No?
With Effort, Vision, Leadership?
Never?

Do you like change?
Does it matter?

What are the risks of not changing?

We can’t control change…
We can control our attitude towards
change…

Deny
Resist/React Explore
Commit

Deny/Ignore• How good things were
here in the past
• They don’t really mean
it
• It can’t happen here
• Numbness
• Everything-as-usual
attitude
• Minimizing
• Refusing to hear new
information

Resist/React
• Anger
• Loss and hurt
• Stubbornness
• Blaming others
• Complaining
• Getting Sick
• Doubting your
ability

Anticipate/Explore
• What’s going to
happen to me?
• Seeing possibilities
• Chaos
• Indecisiveness
• Unfocused work
• Energy
• Clarifying goals
• Seeing resources
• Exploring
alternatives
• Learning new skills

Commit
• Where I am
headed?
• Focus
• Teamwork
• Vision
• Cooperation
• Balance

Personal change precedes
organizational change

I can learn and I can change and I
can do it quickly.

What can you do to deal with change?

Accept that
change is an
attitude

Focus on what you can do…
……not what you can’t do

Develop a perspective of
opportunity

Create a willingness to learn & develop

Owen Sound
PL Staff
Owen Sound
PL Staff

Owen soundpl iceberg option one

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