Scorecards for Results: A Guide for Developing a Library Balanced Scorecard

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Share This Paper. Figures and Topics from this paper. Citations Publications citing this paper. Beyond use statistics: Recall, precision, and relevance in the assessment and management of academic libraries William H.

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References Publications referenced by this paper. Public management means strategic management: how can libraries fulfil the requirements of the new public management?

The Balanced Scorecard: Financial Perspective

Scorecards for results : a guide for developing a library balanced scorecard Joseph B. How are we doing? Measuring performance at the National University of Singapore Libraries. Measuring performance through financial information: a case study. Balanced Scorecard: status report. The intent is to provide participants with solid ideas and understandings they can use the next day in library assessment.

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While this workshop is intended for those wishing to learn how to use these assessment tools, all are invited to improve their skill set and to share their expertise and experience. He is currently the Assessment Librarian at the Harold B. Lee Library BYU, where he designs, conducts, analyzes, and disseminates findings from a wide variety of evaluations including collaborations with other faculty and students on campus.

Perspectives in Balanced Scorecard (4 Perspectives )

In most cases, a data inventory is not a place to store the collected data itself, but rather to track information about the collected data. This workshop will show attendees how to create a data inventory and use it to encourage a culture of assessment in their institutions. Data inventories are useful tools for many different library positions. Assessment coordinators can use them to find out what data is collected, where to find it, and whom to ask about it. Library staff who collect and report data can use a data inventory to check on what data they should report, how often, and how to collect it.

A data inventory is also useful to communicate the purpose and use of data to all library staff. Library administrators can use it to check for gaps in data coverage in a given library area.

The Basics

This workshop prepare attendees to create a data inventory—clarifying its purpose, forming questions for data providers, and creating a project timeline. Attendees will identify stakeholders, create questions that prompt reflection on how data is gathered and used in their organization, and examine library goals to brainstorm related data points. Donna is an anthropologist working to inform and change policy in higher education, in particular in and around libraries, learning spaces, and teaching and learning practices.

She blogs about this and other work at donnalanclos. In addition, I will demonstrate the potential for other uses of this technology, including wayfinding and shelf studies. She holds a Ph. Library assessment and performance measurement have turned to qualitative approaches including narrative and ethnographic methods for more meaningful demonstrations of the value and impact of services and facilities. Reflective practice is a core characteristic of qualitative inquiry, but has received minimal attention in literature related to assessment, evaluation and research in the library and information domain.

Discussions of assessment librarian competencies are similarly deficient, although Oakleaf , p.

Balanced Scorecard - What is the Balanced Scorecard?

Gaps in the research and assessment literature of our discipline are reflected by a similar shortage of frameworks, models and tools to facilitate reflective practice in other areas of our professional life. Our project targets this gap, using participatory action research to explore development of a reflective practice toolkit for the library and information field, with the information literacy and library assessment communities as our primary testbeds.

The proposed workshop will present examples and adaptations emerging as candidates for our envisioned toolkit, and field-test their suitability by having participants engage with our handouts, participate in reflective and reflexive activities, and evaluate prototype tools from their perspectives as assessment practitioners.