tag:blogger.com,1999:blog-53957850563263203892024-03-13T02:28:13.533-05:00Living in the library worldOne library tech's insight into the world of libraries - working the way up from top to bottom - on the way to take over the world!Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.comBlogger489125tag:blogger.com,1999:blog-5395785056326320389.post-30419277002340480642018-05-14T17:42:00.000-05:002018-05-14T17:42:06.389-05:00WHMIS<span style="font-family: "verdana"; font-size: 85%;"><b>Introduction</b> </span><br />
<span style="font-family: "verdana"; font-size: 85%;">Everyone has a part in providing safety. The same basics are for everyone. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>What is WHMIS?</b> </span><br />
<span style="font-family: "verdana"; font-size: 85%;">WHMIS stands for Workplace Hazardous Materials Information System </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Chemical producers should provide information concerning product on a MSDS Sheet – Material Safety Data Sheet. This is an important standardized form of communication. Containers should be labelled. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Everyone should be trained to know about chemicals, an understanding of controlling hazards – when chemical should be stored and used properly and when they won’t be dangerous, and what should be done in a hazard. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Companies must provide/ensure training to all employees handling hazardous materials, a list of hazardous materials in the workplace, and MSDS sheets for all hazardous materials. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b><br /></b></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>Hazard classes </b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">There are 6 classes of hazards. Poisonous materials have a further 3 divisions. </span><br />
<ol>
<li><span style="font-family: "verdana"; font-size: 85%;">Compressed gases </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Flammable/combustible </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Oxidizing material </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Poisonous and infectious material </span></li>
<ol>
<li><span style="font-family: "verdana"; font-size: 85%;">Immediate and serious toxic effects </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Other toxic effects </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Biohazard/infectious </span></li>
</ol>
<li><span style="font-family: "verdana"; font-size: 85%;">Corrosives </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Dangerous reactive </span></li>
</ol>
<span style="font-family: "verdana"; font-size: 85%;">Learn the hazards of each class to prevent and control. </span><br />
<span style="font-family: "verdana"; font-size: 85%;">Broader categories can be classified under <b>FACTOR </b></span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b>F</b>lammable </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b>A</b>nd </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b>C</b>orrosive </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b>T</b>oxic </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b>O</b>r </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b>R</b>eactive </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Create physical hazard or health hazard. Some can be immediately dangerous. Physical hazards affects the atmosphere and health hazards are toxic, directly affecting workers’ health. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Smoking is a health hazard. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">What chemicals present physical hazards? Flammable, some corrosives. If stored incorrectly or mixed, they can be dangerous. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b><br /></b></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>Safe works hazard practice </b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">Hazards can be controlled. Know what can – and cannot – be mixed.
Safe work practice for all chemicals:</span><br />
<br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Wear proper eye protection.</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Follow specific storage procedures. </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Know where to find equipment. </span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;">Practices followed when working with any chemical:</span><br />
<br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Know what to do when there is an accident</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Know location of nearest safety equipment </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Know how to use safety equipment </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Understand chemical hazards </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Understand hazard controls </span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Exposures</b>
<br />Some toxics give off more exposure than others, and some can be more quick or more slow to work. Not all chemicals pose health hazards. Under normal circumstances there should be no problems.
<br /></span><br />
<span style="font-family: "verdana"; font-size: 85%;">Effect: high level exposure over short period of time. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Acute: large short, chronic small long. Equal effects toxic exposure invisible e.g., dust, gas. MSDS will alert you to toxic. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Where can chemicals enter the body? </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"> - Via eyes, absorbed through the skin, swallowed via the mouth, inhaled through the nose </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Levels tolerate with harm, average person exposure based on a 5-day, 8-hour work week. Safe dose is the length of higher tolerance longer lasting. If working with a higher, safer chemical, reduce either the time exposed to the chemical or the amount of chemical used. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">A chemical is only referred to as toxic if it can cause harm to one or more body organs. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">Long period of time – chronic health effect. After working there, something can be short and acute. </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">Chemicals and toxic materials can be relatively invisible consisting of dust, fumes, gases, vapor and mists. </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">Exposure to material requires clean hands before eating and smoking, as the primary entry route is probably likely to be via ingestion. </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">Safe dose refers to how much of a chemical a body can tolerate. </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">Reactions to a new chemical, such as a skin rash or other acute symptoms, appear immediately. </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">We should recognize the hazards and know what precautions to take. </span><br />
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span>
<span style="font-family: verdana; font-size: 85%;"><b>Controls</b> </span><br />
<span style="font-family: verdana; font-size: 85%;">Company engineers to make the work place safer by any means, e.g., enclosing pipes, administer safety protocols, set and use safety procedures, provide equipment and safety materials, i.e. face masks and respirators. Workers should wear equipment when they need to, as these items can be the only thing between themselves and hazardous materials.</span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">Employees should know hazards. They should pay attention to their training. Reading labels is important as they can say a lot of information. WHMIS’ distinctive border gives a warning sign and a lot of information about health and safety. </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">Most WHMIS labels provide 7 pieces of information. These are important to know as they are key to knowing hazards. Some labels can differ. These are: </span><br />
<br />
<ol>
<li><span style="font-family: verdana; font-size: 85%;">Product identifier </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Supplier identifier </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Statement MSDS is available </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Hazard symbol(s) </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Risk phrase(s) </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Precautionary measures</span></li>
<li><span style="font-family: verdana; font-size: 85%;">First aid materials </span></li>
</ol>
<br />
<span style="font-family: verdana; font-size: 85%;">Labels should be written in both English and French. </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">Workplace labels for materials made at – or moved from – the workplace should identify the name of the material, provide instructions to use material, and say ‘see MSDS sheet for more information’ </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">Employer may include only 8 hazard symbols: </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<div style="text-align: center;">
<span style="font-family: verdana; font-size: 85%;">Compressed gas </span></div>
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<div style="text-align: center;">
<span style="font-family: verdana; font-size: 85%;"> Flammable and combustible materials </span></div>
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<span style="font-family: verdana; font-size: 85%;"><br /></span></div>
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<span style="font-family: verdana; font-size: 85%;"> Oxidizing </span></div>
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<span style="font-family: verdana; font-size: 85%;"><br /></span></div>
<div style="text-align: center;">
<span style="font-family: verdana; font-size: 85%;"> Poisonous and infectious materials causing immediate and serious toxic effects </span></div>
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<span style="font-family: verdana; font-size: 85%;"><br /></span></div>
<div style="text-align: center;">
<span style="font-family: verdana; font-size: 85%;">Poisonous and infectious materials causing other toxic effects </span></div>
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<span style="font-family: verdana; font-size: 85%;"><br /></span></div>
<div style="text-align: center;">
<span style="font-family: verdana; font-size: 85%;"> Bio hazardous infectious</span></div>
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<span style="font-family: verdana; font-size: 85%;"><br /></span></div>
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<span style="font-family: verdana; font-size: 85%;"> Corrosive material </span></div>
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<span style="font-family: verdana; font-size: 85%;"> Dangerously reactive material</span></div>
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<span style="font-family: verdana; font-size: 85%;"><br /></span></div>
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">Labelling tells you where to go and to see MSDS for more information. Tells you</span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">a) what it is, and where it came from, </span><br />
<span style="font-family: verdana; font-size: 85%;">b) hazardous ingredients and potential hazards,</span><br />
<span style="font-family: verdana; font-size: 85%;">c) physical data, what’s in </span><br />
<span style="font-family: verdana; font-size: 85%;">d) fire and explosion hazards, </span><br />
<span style="font-family: verdana; font-size: 85%;">e) reactivity data and what to avoid, </span><br />
<span style="font-family: verdana; font-size: 85%;">f) TLV to recognize signs, </span><br />
<span style="font-family: verdana; font-size: 85%;">g) preventive measures, </span><br />
<span style="font-family: verdana; font-size: 85%;">h) first aid measures, </span><br />
<span style="font-family: verdana; font-size: 85%;">i) name/number/date provided </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">If you see something that looks dangerous, advise supervisor immediately. </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">Product information Storage procedures
<br />Hazardous ingredients
<br />Physical data Colour, odor, appearance<br />Fire/explosion data
<br />Reactivity data
<br />Health hazards/toxicological properties
<br /><br />Health effects from overexposure
<br />Preventative measures
<br />First aid measures
<br />Preparation data </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">MSDS are anything to look at, they all have the same basic information and follow the same format. They don’t all look the same. </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">What provides workplace hazard controls? </span><br />
<span style="font-family: verdana; font-size: 85%;">Employee training</span><br />
<span style="font-family: verdana; font-size: 85%;">Workplace ventilation controls </span><br />
<span style="font-family: verdana; font-size: 85%;">Hazardous materials time limit </span><br />
<span style="font-family: verdana; font-size: 85%;">Vapor/dust amount in air limited </span><br />
<span style="font-family: verdana; font-size: 85%;">Personal protective equipment</span><br />
<span style="font-family: verdana; font-size: 85%;"> Supplier labels must accompany hazardous materials with border. </span><br />
<span style="font-family: verdana; font-size: 85%;"><br /></span>
<span style="font-family: verdana; font-size: 85%;">What is included in all MSDS? </span><br />
<br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">First aid procedures</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Storage procedures</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Product’s flash point </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Entry route </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Overexposure signs</span></li>
</ul>
Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com1tag:blogger.com,1999:blog-5395785056326320389.post-42188244254774844582018-05-07T17:37:00.000-05:002018-05-07T17:37:07.179-05:00Safe work and the supervisor - your responsibilities<span style="font-family: "verdana"; font-size: 85%;">Safe work and the supervisor – your responsibilities
<a href="https://www.safemanitoba.com/Resources/Pages/bulletin-230.aspx">https://www.safemanitoba.com/Resources/Pages/bulletin-230.aspx</a><br /></span><br />
<span style="font-family: "verdana"; font-size: 85%;">Direct link to pdf document </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><a href="https://www.safemanitoba.com/Page%20Related%20Documents/resources/bulletin_230_-_safe_work_and_the_supervisor_-_2016_0.pdf">https://www.safemanitoba.com/Page%20Related%20Documents/resources/bulletin_230_-_safe_work_and_the_supervisor_-_2016_0.pdf</a></span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-31365964485412554312018-04-30T19:00:00.000-05:002018-04-30T19:00:36.447-05:00Bill C-45 now in effect for employee safety<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Amendments to Canadian criminal law have come into effect (March 31, 2004) that holds corporations more accountable for workplace injuries and deaths.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
Minister of Justice and Attorney General Irwin Cotler said the legislation is important because it underscores the relationship between corporate liability and public safety, “and it says to employers that those who fail to provide safe workplaces may be dealt with severely through the criminal law.”</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">In the Bill C-45 amendments to the Criminal Code of Canada, organizations can be held criminally liable by:</span></blockquote>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Criminal actions of senior officers who oversee day-to-day operations in addition to the acts of directors or executives</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Officers with executive or operational authority, who become aware of offences being committed by other employees but, in order to benefit the organization, do not take action to stop them</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">The actions of those with authority and other employees, demonstrating a lack of care that constitutes criminal negligence </span></li>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"></span>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">These changes increase the maximum fine that can be imposed on an organization for a summary conviction to $100,000 from $25,000.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">There is no limit on fines for organizations that commit more serious offences.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">The term “organization” is defined as a variety of group structures, including a public body, a company or partnership.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
Bill C-45 imposes a legal duty on all those who direct work (including employers) to take reasonable measures to protect employee and public safety. Reckless disregard of this duty causing death or bodily harm could result in a charge of criminal negligence.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">The provisions of Bill C-45 stem from a House of Commons standing committee report on workplace safety and corporate liability. This review was prompted by the Westray mine disaster that killed 26 miners in Nova Scotia on May 9, 1992.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">More information on Bill C-45 is available on the Department of Justice website at: <a href="http://www.justice.gc.ca/eng/rp-pr/other-autre/c45/">http://www.justice.gc.ca/eng/rp-pr/other-autre/c45/</a></span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">An online version of the legislation is available at <a href="http://www.parl.ca/">http://www.parl.ca/</a></span></blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
<span style="font-family: "verdana"; font-size: 85%;">
</span></span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-41555986502781557972018-04-23T19:00:00.000-05:002018-04-23T19:00:17.736-05:00Workplace safety and health guidelines<span style="font-family: "verdana"; font-size: 85%;">Workplace safety and health guidelines <a href="https://www.safemanitoba.com/Resources/Pages/ResourceTypes.aspx?ResourceType=Guides">https://www.safemanitoba.com/Resources/Pages/ResourceTypes.aspx?ResourceType=Guides</a> </span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-41991209390666488852018-04-09T13:30:00.000-05:002018-04-09T13:30:00.307-05:00Safety bulletins<span style="font-family: "verdana"; font-size: 85%;">SAFE Work Manitoba Safety bulletins <a href="https://www.safemanitoba.com/Resources/Pages/ResourceTypes.aspx?ResourceType=Bulletins">https://www.safemanitoba.com/Resources/Pages/ResourceTypes.aspx?ResourceType=Bulletins</a></span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com1tag:blogger.com,1999:blog-5395785056326320389.post-41271236352296280382018-04-02T18:30:00.000-05:002018-04-02T18:30:00.179-05:00Consolidation regulations of Manitoba<span style="font-family: "verdana"; font-size: 85%;"><a href="http://web2.gov.mb.ca/laws/regs/index.php">http://web2.gov.mb.ca/laws/regs/index.php</a></span><br />
<b><br /></b>
<span style="font-family: "verdana"; font-size: 85%;"><b>W210 The Workplace Safety and Health Act
</b><table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td><b>Title of Act/Regulation</b></td>
<td><b>Consolidated Regulation</b></td>
<td><b>Date</b></td>
</tr>
<tr>
<td>Administrative Penalty Regulation</td>
<td>89/2014</td>
<td>29 March 2014 </td>
</tr>
<tr>
<td>Operation of Mines Regulation</td>
<td>212/2011</td>
<td>24 December 2011</td>
</tr>
<tr>
<td>Workplace Safety and Health Regulation</td>
<td>217/2006</td>
<td>11 November 2006</td>
</tr>
<tr>
<td><div style="text-align: right;">
Amendments</div>
</td>
<td>147/2010</td>
<td>30 October 2010 </td>
</tr>
<tr>
<td></td><td>107/2011</td>
<td>16 July 2011</td>
</tr>
<tr>
<td></td><td>165/2012</td>
<td>29 December 2012</td>
</tr>
<tr>
<td></td><td>90/2014</td>
<td>29 March 2014 </td>
</tr>
</tbody></table>
</span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-18747927991515968132018-03-26T14:30:00.000-05:002018-03-26T14:30:03.675-05:00Employing young workers<span style="font-family: "verdana"; font-size: 85%;"><b>Tips for supervisors</b> </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><i>Remember your first few days on the job? </i></span><br />
<span style="font-family: "verdana"; font-size: 85%;"><i><br /></i></span>
<span style="font-family: "verdana"; font-size: 85%;"><i>How much did you know then? </i></span><br />
<span style="font-family: "verdana"; font-size: 85%;"><i><br /></i></span>
<span style="font-family: "verdana"; font-size: 85%;"><i>How much were you taught by your supervisor?</i> </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>Legislation </b></span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Section 4.1 of <i>Manitoba’s Workplace Safety and Health Act</i> (WSH Act) </b>outlines your duties as a supervisor.
The law says that you, as a supervisor must: </span><br />
<ol>
<li><span style="font-family: "verdana"; font-size: 85%;">Ensure that all workers work in accordance with the provisions of the WSH Act and its Regulations. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Ensure that your workers use protective devices and wear the required personal protective equipment.</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Let your workers know about any potential or actual dangers in the workplace that you are aware of.</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Take every precaution reasonable in the circumstances for the protection of workers under your supervision. </span></li>
</ol>
<span style="font-family: "verdana"; font-size: 85%;"><b>Did You Know?</b> </span><br />
<span style="font-family: "verdana"; font-size: 85%;">… that every year more than 7000 young workers aged 15-24 report injuries to the WCB (Source: Workers Compensation of Manitoba) </span><br />
<span style="font-family: "verdana"; font-size: 85%;">… that young male workers are almost twice as likely to be injured on the job than any other group? </span><br />
<span style="font-family: "verdana"; font-size: 85%;">… that young workers are often unable to recognize hazards? </span><br />
<span style="font-family: "verdana"; font-size: 85%;">… that young workers tend not to ask questions because they want to make a good impression and look “smart”?</span><br />
<span style="font-family: "verdana"; font-size: 85%;">… that young workers are an asset to your workplace – with fresh eyes, new ideas and good questions to ask? </span><br />
<span style="font-family: "verdana"; font-size: 85%;">… that, as a supervisor, you are legally responsible for your workers? </span><br />
<span style="font-family: "verdana"; font-size: 85%;">… that Manitoba students are learning about their rights and responsibilities in the workplace? </span><br />
<span style="font-family: "verdana"; font-size: 85%;">… that if you fail to comply with the WSH Act, you could be subject to prosecution? </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b><br /></b></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>Here’s what you need to do…</b> </span><br />
<br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Spend more time explaining the job, providing training and supervising young and new workers.</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Set and explain safety rules and ensure everyone follows them.</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Ensure all hazards are explained and thorough job-specific safety training is provided before the work is assigned.</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Explain the importance of prompt reporting of unsafe conditions and health and safety concerns. Ensure they know it is a priority for you and tell them how to report the hazard so you can act on it immediately.</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Make yourself available to answer questions and provide advice </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Lead by example: wear required protective devices and always reinforce safety on the job </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Establish and maintain open lines of communication </span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Are you a new supervisor? </b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">Get training in Manitoba’s safety and health legislation and in the hazards in your workplace. The <i>WSH Act</i> requires employers to appoint competent supervisors: knowledgeable about the work and hazards of the jobs they are supervising.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><i>For general requirements or questions about workplace safety and health, you can call Client Services at (204) 945-3446 or visit the website at <a href="http://www.gov.mb.ca/labour/safety/">http://www.gov.mb.ca/labour/safety/</a> </i></span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana";"><span style="font-size: 85%;">
For more information about young workers go to </span><span style="font-size: 13.6px;"><a href="https://www.safemanitoba.com/Pages/default.aspx">https://www.safemanitoba.com/Pages/default.aspx</a></span><span style="font-size: 85%;"> </span></span><br />
<span style="font-family: "verdana";"><span style="font-size: 85%;"><br /></span></span>
<span style="font-family: "verdana";"><span style="font-size: 85%;"><b>SAFE WORK </b></span></span><br />
<span style="font-family: "verdana";"><span style="font-size: 85%;"><table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>S</td>
<td>SPOT THE HAZARD</td>
</tr>
<tr>
<td>A</td>
<td>ASSESS THE RISK </td>
</tr>
<tr>
<td>F</td>
<td>FIND A SAFER WAY</td>
</tr>
<tr>
<td>E</td>
<td>EVERY DAY</td></tr>
</tbody></table>
</span></span><br />
<span style="font-family: "verdana";"><span style="font-size: 85%;"><b>Tips for supervisors </b></span></span><br />
<span style="font-family: "verdana";"><span style="font-size: 85%;"><b>Starting points… </b></span></span><br />
<span style="font-family: "verdana";"><span style="font-size: 85%;"><i>This list, though not comprehensive, outlines information you should cover with your young workers. </i></span></span><br />
<br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Everyone is entitled to work in a healthy and safe work environment. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Everyone has the responsibility to contribute to making and keeping the workplace safe.
<br /><b>Discuss: </b></span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Asking for help when they are unsure. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Proper equipment operation including the mandatory use of guards and lock-out systems. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Emergency procedures including the location of first aid, fire exits, extinguishers and eye wash stations.
• How and when to use personal protective equipment. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Your company’s health and safety rules. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Correct lifting techniques. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Good housekeeping practices.
<br /><b>Training techniques:</b> </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Because people learn differently, use a variety of training techniques with your young worker. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Guide your young worker through resources for health and safety information. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Schedule sufficient time in the appropriate learning environment. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Be hands-on, evaluate their learning and give them feedback. </span></li>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"><b><span style="font-family: "verdana"; font-size: 85%;"><b><br /></b></span>
Bright ideas</b> </span><br />
<br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Host a new worker welcoming get together to celebrate their arrival.</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Give a guided tour of the entire workplace. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Introduce new young workers to key people in the organization. This may include the Health and Safety Manager, Health and Safety Committee members or Health and Safety representatives. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Use articles and other information about workplace injuries and deaths that have occurred in other workplaces to reinforce the health and safety message. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Continually reinforce the importance of health and safety. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Put stickers on equipment warning young workers they shouldn’t use it without training or supervision. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Pair up your young worker with an experienced, safety-conscious worker. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Recognize safe work practices and if safety rules are not observed, find out why. </span></li>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"><b><span style="font-family: "verdana"; font-size: 85%;"><b><br /></b></span>
Bottom line </b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">YOU have direct responsibility for the safety of your workers, but also a unique opportunity to be a role model for young workers just starting out. Be a part of creating tomorrow’s safe and healthy workforce.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><i>To determine specific rights and obligations under the laws regulating workplace health and safety, the reader is directed to the provisions of the Workplace Safety and Health Act and the Regulations made under that statute.</i></span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-21451690464688513802018-03-19T18:00:00.000-05:002018-03-19T18:00:20.420-05:00Developing a Workplace Safety and Health Program<span style="font-family: "verdana"; font-size: 85%;">Work Safe Bulletin: No. 220, December 2002: Developing a Workplace Safety and Health Program <a href="https://www.safemanitoba.com/Resources/Pages/bulletin-220.aspx">https://www.safemanitoba.com/Resources/Pages/bulletin-220.aspx</a></span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-89927306348758978972018-03-12T17:30:00.000-05:002018-03-12T17:30:20.703-05:00Manitoba employment standards: an introduction<span style="font-family: "verdana"; font-size: 85%;"><b>Resources</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Department of Labour publishes several documents outlining employment standard</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Be diligent that you are being treated fairly </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Available on their website <a href="http://www.gov.mb.ca/labour/standards/doc,quick_guide,factsheet.html">http://www.gov.mb.ca/labour/standards/doc,quick_guide,factsheet.html</a></span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Employment standards code</b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Outlines laws on minimum wage – hours of work, holidays and other workplace benefits </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Laws are administered by a neutral party, the Employment Standards Branch of the Department of Labour </span></li>
<li><span style="font-family: verdana; font-size: 85%;">The Branch also investigates complaints of violation </span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Who is not covered?</b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Self-employed people </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Parts of the code do not apply to certain categories of workers including: </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Agricultural workers, Sitters, Professionals, Part-time domestic workers, Crown employees, Family members in a family business, Temporary election workers </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Industries under federal jurisdiction </span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Employee pay </b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">As of October 1, 2017, the minimum wage is $11.15 </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Equal pay for men and women doing substantially the same work in the same establishment </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Employee must be paid at least twice a month and within 10 working days after the end of each pay period </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Employee must be paid within 10 working days of termination</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Deductions can be only those authorized by law or specifically consented to by the employee </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Unions negotiate deductions </span></li>
<li><span style="font-family: verdana; font-size: 85%;">CPP contributions mandatory </span></li>
</ul>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Overtime</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Standard work hours
o 8 hours per day </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">40 hours per week</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Unless exemptions are made through collective agreement </span></li>
</ul>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">If employee works more hours than this </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Overtime pay must be paid at a rate of 1.5 regular pay or </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Paid time off given at 1.5 times number of hours (time off must be taken within 3 months of overtime unless agreement in writing to extend beyond 3 months) </span></li>
</ul>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Minimum age of employment </b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">If child under 16, permit must be obtained </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Signed by parent or guardian and employer</span></li>
<li><span style="font-family: verdana; font-size: 85%;">If during school year, also signed by principal </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Babysitters not covered </span></li>
</ul>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Vacations</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">All employees covered by code, entitled to annual vacations with pay </span></li>
<li><span style="font-family: verdana; font-size: 85%;">For each year worked for same employer, 2-week paid vacation </span></li>
<li><span style="font-family: verdana; font-size: 85%;">After 5 years, 3 weeks </span></li>
<li><span style="font-family: verdana; font-size: 85%;">For two weeks, allowance is 4% of gross wages (excluding overtime) </span></li>
<li><span style="font-family: verdana; font-size: 85%;">For three weeks, allowance is 6% of gross wages (excluding overtime) </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Employer must pay the vacation allowance by last working day before vacation begins</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Other arrangements can be made as long as the employee agrees to them </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">If employee terminated before vacation, accrued allowance must be paid </span></li>
<li><span style="font-family: verdana; font-size: 85%;">If no agreement can be made on annual vacation dates, employer must give 15 day notice of the date that employee’s vacation will begin </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Employee must take vacation at that time</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Employer cannot ask employee to take less than one week of vacation at one time </span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>General holidays </b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">New Year’s Day</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Louis Riel Day (3rd Monday in February)</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Good Friday </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Victoria Day </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Canada Day </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Labour Day </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Thanksgiving Day </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Christmas Day </span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Maternity leave</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">17 weeks unpaid leave, if worked for same employer for 7 months </span></li>
<li><span style="font-family: verdana; font-size: 85%;">May begin any time during the 17 weeks before expected delivery date and end no later than 17 weeks after delivery date </span></li>
<li><span style="font-family: verdana; font-size: 85%;">After that, parental leave is available for up to 37 weeks</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Mothers must have employer agree to an arrangement where she takes parental leave at any time other than right after maternity leave </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Father can take parental leave any time with 52 weeks of the child’s birth or adoption</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Written notice is required at least 4 weeks before the beginning of parental leave</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Employees may end his or her maternity/parental leaves early by giving 2 weeks or 1 pay period notice before the day she/he wishes to return</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Must be reinstated to former position or a similar position at same or higher wage</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Paid maternity/parental leave is federal jurisdiction </span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Entitlements</b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">At least 30 minutes unpaid meal break for every 5 hours worked </span></li>
<li><span style="font-family: verdana; font-size: 85%;">1 day off/week (some exceptions, e.g. home care) </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Employees must be paid a minimum of 3 hours of pay if called in on non-working day (for those who normally work more than a 3 hour day) </span></li>
<li><span style="font-family: verdana; font-size: 85%;">If required to begin or end work between midnight and 6 a.m., employer must cover cost of adequate transportation to work or place of residence</span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Discretionary </b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Coffee breaks </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Sick days</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Compassionate bereavement leave</span></li>
<li><span style="font-family: verdana; font-size: 85%;">August Civic Holiday </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Easter Sunday </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Boxing Day</span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Termination</b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Notice usually at least 1 pay period in advance except when:</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Occurs within first 30 days of employment</span></li>
<li><span style="font-family: verdana; font-size: 85%;">If different notice practice established </span></li>
<li><span style="font-family: verdana; font-size: 85%;">If employment for a specific length of time or task </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Violence or other inappropriate behaviour</span></li>
</ul>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Protection</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Employers cannot threaten to or actually suspend, terminate or restrict employees or layoff or discriminate for the following reasons </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Garnishment proceedings against employee</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Filing a complaint under the code </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Giving evidence or information under the code </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Statements of disclosure under the code </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Refusing to work on a Sunday</span></li>
</ul>
</ul>
Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-79338381099711419922018-03-05T20:40:00.000-06:002018-03-05T20:40:37.919-06:00Privacy law in Manitoba<span style="font-family: "verdana"; font-size: 85%;">FIPPA – Freedom of Information and Protection of Privacy Act </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">PHIA – Personal Health Information Act </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>Why – Privacy law </b></span><br />
<br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">1980 – OECD Fair Information Practices </span></li>
<li><span style="font-family: verdana; font-size: 85%;">European Union – 1990s – principles enshrined</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Canadian Standards Association – model code for the protection of personal information – 10 principles </span></li>
</ul>
<div>
<span style="font-family: verdana;"><span style="font-size: 13.6px;"><br /></span></span></div>
<span style="font-family: verdana; font-size: 85%;"><b>FIPPA “Public Bodies” covered</b> </span><br />
<br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Provincial Government Departments and Government Agencies</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Local Government Bodies </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Municipalities </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Northern Affairs Councils</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Conservation and Planning Districts</span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Health Care Bodies</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Regional Health Authorities </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Hospitals </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Educational Bodies </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">School Divisions/School Districts</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Universities </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Colleges</span></li>
</ul>
</ul>
<b style="font-family: verdana; font-size: 85%;"><div>
<b style="font-family: verdana; font-size: 85%;"><br /></b></div>
PHIA “Trustees” covered</b><span style="font-family: verdana; font-size: 85%;"> </span><br />
<br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Public bodies under FIPPA</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Licensed, registered or designated Health Professionals </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Health care facilities </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Hospitals, Personal care homes </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Health services agencies </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">VON, We Care, Lab/X-Ray Clinics, Cancer Care, Community clinics </span></li>
</ul>
</ul>
<br />
<span style="font-family: verdana; font-size: 85%;"><b>Definitions</b> </span><br />
<br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">FIPPA </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Record </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Electronic, handwritten, photo, fax, e-mail</span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Personal Information </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Recorded about an identified individual – name, address, belief, numbers assigned </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Limits</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Court system, exam question, behalf act </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Exercising the rights of another person </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Parents, guardian, child can act under minor requires privacy, based upon their maturity </span></li>
</ul>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">PHIA </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Personal Health Information</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Records identification number </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Health Care</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Provision </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Exercising the rights of another person </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Require rights, judgement, be compatible on someone else’s behalf</span></li>
</ul>
</ul>
</ul>
<div>
<span style="font-family: verdana;"><span style="font-size: 13.6px;"><br /></span></span></div>
<span style="font-family: verdana; font-size: 85%;"><b>Access </b></span><div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Rights under FIPPA</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Prescribed form, time frame and fees </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Section 17 and Section 30 </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Correction </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Rights under PHIA </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Requesting one’s own personal health information</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Section 11 </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Correction </span></li>
</ul>
</ul>
<span style="font-family: verdana; font-size: 85%;">FIPPA Board applies to all information. Within 30 days, they can give you access to anything any public body has on you. </span></div>
<div>
<span style="font-family: verdana;"><span style="font-size: 13.6px;"><br /></span></span><div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Privacy</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Provides for privacy and confidentiality by imposing some restrictions on the: </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Collection</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Use</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Disclosure </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Retention, and </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Destruction </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Of personal/personal health information </span></li>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Privacy limitations</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;"><b>Less is Best</b> – Public Bodies/Trustees/Organizations should only collect, use and disclose the <b>minimum</b> amount of information for an identified purpose</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Employee access should be limited to and based on the <b>need to know</b> principle </span></li>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>10 privacy principles</b></span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Accountability</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Identifying purposes</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Consent</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Limiting collection</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Limiting use, disclosure, and retention</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Accuracy</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Safeguards</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Openness </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Individual access</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Challenging compliance </span></li>
</ul>
</div>
<div>
<b style="font-family: verdana; font-size: 85%;"><br /></b></div>
<div>
<b style="font-family: verdana; font-size: 85%;">Accountability</b><span style="font-family: verdana;"><span style="font-size: 85%;"> </span></span><br /><ul>
<li><span style="font-family: verdana; font-size: 85%;">Responsible for the information under the organization’s control </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">FIPPA – Access and Privacy Officer; Access and Privacy Coordinator </span></li>
<li><span style="font-family: verdana; font-size: 85%;">PHIA – Privacy Officer </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Responsibility assigned, know legislation, rights responsibility</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Any information in the profession, custody or control of the organization </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Inside or outside of organization </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">If in custody of a 3rd party, ensure confidentiality by contract </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Clauses bounded rules </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Policies, procedures to protect, an internal review process, training</span></li>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Identifying purposes</b></span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Notice – FIPPA/PHIA </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Orally or in writing</span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Why was the personal information collected?</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Explanation </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Re use or disclosure </span></li>
<li><span style="font-family: verdana; font-size: 85%;">How will this information be shared? </span></li>
</ul>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Consent</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Required for collection, use and disclosure</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Exceptions – FIPPA/PHIA </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">At time of collection </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Informed consent </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Explicitly specified and legitimate purposes </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Time limited </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Ability to withdraw </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Forms of consent</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Written/oral </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Check-off box</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Implicit/Explicit </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Don’t want information</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Need consent </span></li>
</ul>
</ul>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Limiting collection </b></span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">To the necessary information for purpose identified</span></li>
<li><span style="font-family: verdana; font-size: 85%;">By fair and lawful means</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Collection with consent</span></li>
</ul>
<b style="font-family: verdana; font-size: 85%;"><div>
<b style="font-family: verdana; font-size: 85%;"><br /></b></div>
Authorized collection without consent </b></div>
<div>
<b style="font-family: verdana; font-size: 85%;">FIPPA – Section 37 </b></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">While determining eligibility</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Time and circumstances</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Harm </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Inaccurate information</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Law enforcement </span></li>
<li><span style="font-family: verdana; font-size: 85%;">HR activities </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Parole/Probation</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Enforcing maintenance orders</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Auditing, evaluating programs</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Informing Public Trustee/Vulnerable Persons Commissioner </span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b><div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
PHIA – Section 14(2)</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Endanger the mental or physical health or safety of individual or another person </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Time and circumstances </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Inaccurate information</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Court order or another Manitoba or Federal Act </span></li>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Limiting use, disclosure, and retention</b> </span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Use</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Sharing within an organization </span></li>
<li><span style="font-family: verdana; font-size: 85%;">For the purpose it was collected </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Other authorized purposes – FIPPA/PHIA </span></li>
</ul>
<b style="font-family: verdana; font-size: 85%;"><div>
<b style="font-family: verdana; font-size: 85%;"><br /></b></div>
Authorized use without consen</b><span style="font-family: verdana; font-size: 85%;"><b>t </b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>FIPPA – Section 43</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">For the purpose identified at collection </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Consistent purpose – Section 45 </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">For the reason it was disclosed to the program </span></li>
</ul>
<b style="font-family: verdana; font-size: 85%;"><div>
<b style="font-family: verdana; font-size: 85%;"><br /></b></div>
PHIA – Section 21</b><span style="font-family: verdana; font-size: 85%;"> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">For the purpose directly related to what was identified at collection </span></li>
<li><span style="font-family: verdana; font-size: 85%;">To prevent or lessen a serious or immediate threat </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Authorized by a Manitoba or Federal Act </span></li>
</ul>
<b style="font-family: verdana; font-size: 85%;"><div>
<b style="font-family: verdana; font-size: 85%;"><br /></b></div>
Disclosure</b><span style="font-family: verdana; font-size: 85%;"> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Sharing outside the organization’s boundaries </span></li>
<li><span style="font-family: verdana; font-size: 85%;">With consent or with authorization</span></li>
<li><span style="font-family: verdana; font-size: 85%;">FIPPA/PHIA </span></li>
</ul>
<b style="font-family: verdana; font-size: 85%;"><div>
<b style="font-family: verdana; font-size: 85%;"><br /></b></div>
Authorized disclosure without consent </b></div>
<div>
<b style="font-family: verdana; font-size: 85%;">FIPPA – Section 44</b><span style="font-family: verdana; font-size: 85%;"> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">For the purpose identified at collection </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Complying with acts/treaties/arrangements/agreements </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Authorized/required by federal/provincial Act </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Determining/verifying eligibility </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Protecting mental/physical health or safety </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Law enforcement </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Subpoena/Court order/Warrant </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Determining/collecting fine, debt, tax or payment owing </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Existing or anticipated legal proceedings </span></li>
<li><span style="font-family: verdana; font-size: 85%;">If already public </span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b><div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
PHIA – Section 22</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">To a person who is providing or has provided health care </span></li>
<li><span style="font-family: verdana; font-size: 85%;">To any person if disclosure is necessary to prevent/lessen a serious and immediate threat to </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Contacting a relative/friend of an injured/incapacitated or ill individual </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Authorized/required by federal/provincial act </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Complying with arrangement/agreement under provincial/federal law </span></li>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Retention</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Archives and Record Keeping Act </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Records Authority Schedules </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Records Management </span></li>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Destruction</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Do not destroy before retention period</span></li>
<li><span style="font-family: verdana; font-size: 85%;">In a manner that preservers the confidentiality </span></li>
<li><span style="font-family: verdana; font-size: 85%;">PHIA – record of destruction </span></li>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Accuracy</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Accurate, complete, up-to-date </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Request for correction – FIPPA/PHIA </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Timeframes </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Recourse </span></li>
</ul>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Safeguards</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Appropriate to the sensitivity of information </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Higher the sensitivity – higher the security</span></li>
<li><span style="font-family: verdana; font-size: 85%;">FIPPA – reasonable protection for personal information</span></li>
<li><span style="font-family: verdana; font-size: 85%;">PHIA </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Physical safeguards</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">E.g. locked filing cabinets/rooms </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Technical safeguards </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">E.g. passwords, secure networks, encryption</span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Administrative safeguards</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">E.g. policies, orientation/training, pledge </span></li>
</ul>
</ul>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Examples of insufficient security</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Lack of policies outline appropriate use and access by staff</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Paper records stored in an area accessible by the public </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Improperly stored passwords </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Emailing personal health information over an unprotected network (i.e. Internet) without encryption</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Providing personal health information over the phone without verifying the identity of the individual</span></li>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Openness</b> </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Name, title, address of Privacy Officer/Access and Privacy Coordinator </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Means of gaining access to personal information </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Description of the personal information held by the organization </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Access and Privacy Directory </span></li>
<li><span style="font-family: verdana; font-size: 85%;">How personal information is shared with other organizations </span></li>
<li><span style="font-family: verdana; font-size: 85%;">How is the information made available</span></li>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Individual access</b> </span></div>
<div>
<span style="font-family: verdana; font-size: 85%;">Individuals must be informed of the existence, use and disclosure </span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Access </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">FIPPA application form </span></li>
<li><span style="font-family: verdana; font-size: 85%;">PHIA orally or in writing </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Timeframe of a request </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">FIPPA/PHIA </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">30 days </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Extension – FIPPA </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Fees </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">No cost recovery </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Exceptions to access – reasons for refusal </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">FIPPA </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Sections 17, 24, and 30</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Another 3rd party’s privacy </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Harm to individual or public safety</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Confidential evaluations </span></li>
</ul>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">PHIA</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Section 11</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">3rd party’s personal information</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Identity of someone who provided information in confidence</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Harm to individual or to public safety</span></li>
</ul>
</ul>
</ul>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b><div>
<span style="font-family: verdana; font-size: 85%;"><b><br /></b></span></div>
Challenging compliance</b></span></div>
<div>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">FIPPA/PHIA </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Provincial Ombudsman </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Court of Queen’s Bench </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Only Access complaints
The Provincial Ombudsman receives complaints and initiate investigations regarding said complaints. </span></li>
</ul>
</ul>
</div>
<div>
<span style="font-family: verdana; font-size: 85%;"><b>Privacy pyramid</b></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;">The more sensitive the information, the higher the level of legislative protection </span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQOeQ2X5XZJDjep_W-OR4rfwfSnVnmtBblaIEFKl739e4GVWYPVl-vS7eo1fmuSjVgRjKEQ6Y59ByGyvBR-Wu6Tgid6X6krwKE8QKWACW2w8woowLwYQRa-Yfp0BMTKVM3r9rurddLBpI/s1600/privacypyramid.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="351" data-original-width="591" height="236" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQOeQ2X5XZJDjep_W-OR4rfwfSnVnmtBblaIEFKl739e4GVWYPVl-vS7eo1fmuSjVgRjKEQ6Y59ByGyvBR-Wu6Tgid6X6krwKE8QKWACW2w8woowLwYQRa-Yfp0BMTKVM3r9rurddLBpI/s400/privacypyramid.jpg" width="400" /></a></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><br /></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;"><br /></span></div>
<div>
<span style="font-family: verdana; font-size: 85%;">Adoption Act: sensitivity, Manitoba </span></div>
<div>
<span style="font-family: verdana; font-size: 85%;">Y</span><span style="font-family: verdana; font-size: 85%;">outh Justice Criminal Act: clear override, sensitive information, conviction principal only</span></div>
<div>
<span style="font-family: verdana; font-size: 85%;">Child & Family Services Act: absolute protection</span></div>
<div>
<span style="font-family: verdana; font-size: 85%;">Mental Health Act: Limited, Record created whilst in </span></div>
<div>
<span style="font-family: verdana; font-size: 85%;">PHIA: January 2004, private sector only </span></div>
<div>
<span style="font-family: verdana; font-size: 85%;">PIPEDA: Privacy policies </span></div>
<div>
<span style="font-family: verdana; font-size: 85%;">FIPPA: personal information</span></div>
<div>
</div>
</div>
Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-50296646809208206822018-02-26T18:00:00.000-06:002018-02-26T18:00:38.653-06:00Parents and Internet Access<span style="font-family: "verdana"; font-size: 85%;">Winnipeg Public Library </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>Parents and Internet Access </b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">Winnipeg Public Library has purchased an Internet booking system to manage the thousands of Internet bookings it handles each month. This system will allow library users to use their Winnipeg Public Library card to book Internet time in advance. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Parents of children and young adults 17 years and under can decide the type of Internet access they would like their children to have at Winnipeg Public Library. Parents must sign their children’s or young adult’s library card application. Parents can choose the options of <b>No Internet Access or Filtered Internet Access Only</b> on the library card application. If one of these options is not chosen the child or young adult will have<b> Unfiltered Internet Access</b>. If your child or young adult already has a library card you must contact your local library to let us know which of the options you want for your child. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>What type of Internet access does Winnipeg Public Library provide? </b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">All Children’s Services Internet Workstations use filtering software. Some Adult Services Internet workstations also are filtered, but most provide unfiltered access. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>What is a filter?</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">A filter is software which controls or limits access to Internet content. Winnipeg Public Library has chosen a filter which blocks chat on all workstations. The library also blocks access on children’s workstations in subject categories such as hate literature, extreme violence, and explicit sexual content. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">For more information look at the N2H2 Filtering Policy at the bottom of the screen on a filtered workstation.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<br />
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</div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizf1ESNhl34UL44acKvImtgOzK1f7uMiA_DLFirAGtYw1uq47lDNeoKA3kHxbfdPABaTquY8KWd30bUJoXF6hCSdtuq3QOQaFAy45PEZMantsft0GyLr5zzmmGVFBc294Hh5ADfcWMhmg/s1600/456.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="97" data-original-width="324" height="95" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizf1ESNhl34UL44acKvImtgOzK1f7uMiA_DLFirAGtYw1uq47lDNeoKA3kHxbfdPABaTquY8KWd30bUJoXF6hCSdtuq3QOQaFAy45PEZMantsft0GyLr5zzmmGVFBc294Hh5ADfcWMhmg/s320/456.jpg" width="320" /></a></div>
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">A filter is not perfect. There is a 10-15% chance that the filter might not block material it was set up to filter. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b><br /></b></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>If I am on a Filtered Workstation what do I do if I have a concern about a site?</b> </span><br />
<span style="font-family: "verdana"; font-size: 85%;">You can email N2H2 and ask for a review of the site. WPL staff are not involved in this review. Just click on the Request Review on the Filtering Philosophy page.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB6QhRsPG7ABovV-ksKo3EAq3Qex-9iIh548cLjriQKIezBdxdzU_HZigXgFubm65YGE-OEebJ0tDjGHxjiGnkPBvZF699mLbEhJGZwW2yCMfh4-DiFvxd_WRhE4Vw9Ul2CJh9I5-kMm4/s1600/2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="263" data-original-width="411" height="204" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB6QhRsPG7ABovV-ksKo3EAq3Qex-9iIh548cLjriQKIezBdxdzU_HZigXgFubm65YGE-OEebJ0tDjGHxjiGnkPBvZF699mLbEhJGZwW2yCMfh4-DiFvxd_WRhE4Vw9Ul2CJh9I5-kMm4/s320/2.jpg" width="320" /></a></div>
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>Where can I look on the Internet for good sites for our family? </b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">The Winnipeg Public Library’s web site at <a href="http://www.winnipeg.ca/library">http://www.winnipeg.ca/library</a>/ is a good place to start. In the sections for Kids and Teens there are lots of selected sites. The For Parents and Caregivers site has links for further information regarding Internet safety.
</span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-9914522887919828982018-02-19T18:23:00.000-06:002018-02-19T18:23:13.414-06:00Internet filtering at Winnipeg Public Library –dated November 2000<span style="font-family: "verdana"; font-size: 85%;"><b>What is a filter?</b>
<br />A filter is software which controls or limits access to Internet content. Winnipeg Public Library has chosen a filter which blocks chat on all workstations. The Library also blocks access on children’s workstations in subject categories such as hate literature, extreme violence, and explicit sexual content. A filter is not perfect. There is a 5 to 10% chance that the filter might not block material it was set up to filter. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b><br /></b></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>What type of Internet access does Winnipeg Public Library provide?</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">All Children’s Internet workstations use filtering software. Some Adult Services Internet workstations also are filtered (but most provide unfiltered Internet access).
Children can also use unfiltered Adult Internet workstations. Parents should discuss appropriate Internet use with their children. It is the responsibility of parents to let their children know which workstations they should use at the Library. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">For more information on filters, look at the N2H2 Resource Bar at the bottom of the screen of any filtered workstation.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoGW46k25G02RM5MpJQUrdJ0FXWnyUVRlLR-uJ_aP1epMN-gNMWNuDoTnCiOMA1h5iCUQ0leqzDhGccPhoWQwswiIoEezrioVAvulcinGLlD2S-WjZMtyscWolh8fw2Ni5dgLbLeYhv80/s1600/1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="121" data-original-width="467" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoGW46k25G02RM5MpJQUrdJ0FXWnyUVRlLR-uJ_aP1epMN-gNMWNuDoTnCiOMA1h5iCUQ0leqzDhGccPhoWQwswiIoEezrioVAvulcinGLlD2S-WjZMtyscWolh8fw2Ni5dgLbLeYhv80/s320/1.jpg" width="320" /></a></div>
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b><br /></b></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>If I am on a Filtered Workstation what do I do if I have a concern about a site?</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">You can email N2H2 and ask for a review of the site. (Library staff are not involved in this review.) Just clock on the “Request Review” on the N2H2 Resource Bar at the bottom of the screen and complete the information boxes. </span><br />
<span style="font-family: verdana;"><span style="font-size: 13.6px;"><br /></span></span><span style="font-family: "verdana"; font-size: 85%;"></span>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: "verdana"; font-size: 85%;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6kL5IFWKMqwigsmy-C48h0jF-QjY9cLHUgrw4Cei-5bISqPjKCNcLO7wfyzQalD8mTA59iqGVFgzdurbmEGmYU1YocwGI-htoJrKmCeaBAMF7jBau7KkcCV1p6IKgpLh_V-pZ3bnKjK8/s1600/2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="263" data-original-width="411" height="204" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6kL5IFWKMqwigsmy-C48h0jF-QjY9cLHUgrw4Cei-5bISqPjKCNcLO7wfyzQalD8mTA59iqGVFgzdurbmEGmYU1YocwGI-htoJrKmCeaBAMF7jBau7KkcCV1p6IKgpLh_V-pZ3bnKjK8/s320/2.jpg" width="320" /></a></span></div>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>Where can I look on the Internet for good sites for our family?</b> </span><br />
<span style="font-family: "verdana"; font-size: 85%;">The Winnipeg Public Library’s Web site at <a href="http://wpl.winnipeg.ca/library">http://wpl.winnipeg.ca/library</a> is a good place to start. In the <i>Kids and Teens </i>sections there are lots of selected sites. In the <i>Parents</i> section there are sites dedicated to the whole family.
</span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-24810595878415404832018-02-12T18:17:00.000-06:002018-02-12T18:17:09.574-06:00Code of conduct<span style="font-family: "verdana"; font-size: 85%;">Winnipeg Public Library Code of conduct <a href="http://wpl.winnipeg.ca/library/pdfs/downloadables/codeofconductE.pdf" target="_blank">http://wpl.winnipeg.ca/library/pdfs/downloadables/codeofconductE.pdf</a></span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-50972865585656238962018-02-05T17:32:00.000-06:002018-02-05T17:32:07.034-06:00Copyright fundamentals (and Trench warfare)<span style="font-family: "verdana"; font-size: 85%;"><b>Copyright basics</b></span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">By definition, it is the right to copy a creation</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Must be fixed and it must be original </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Exists in every original literary, dramatic, musical and artist work, including print and electronic books, articles, illustrations, photos, songs, computer software, CD-ROMs, videos, digital images</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Cannot copyright ideas, information, facts, history or news events </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Can copyright the expression of ideas, facts, etc. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Copyright generally lasts 50 years after the death of the author and then it falls into the public domain</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Regardless of origin, copyrighted material used in Canada is covered by Canadian Copyright Law</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Collectives have been created so that users can acquire, for a fee, further rights</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Creators’ rights include economics and moral</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Users’ rights are very limited </span></li>
</ul>
<br />
<b style="font-family: verdana; font-size: 85%;">Rights of creators under the Canadian Copyright Act</b><span style="font-family: "verdana"; font-size: 85%;"> </span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">To reproduce a work </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">To publish a work </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">To perform a work in public</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">To publish a translation of the work </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">To communicate a work publicly via telecommunications </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">To adapt a work </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">To rent a computer program and sound recording</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">To authorize other to do such acts </span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Rights of users under the Canadian Copyright Act</b></span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Insubstantial use </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Fair dealing</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Exceptions </span></li>
</ul>
<b style="font-family: verdana; font-size: 85%;">General exceptions</b><br />
<span style="font-family: "verdana"; font-size: 85%;">1) Insubstantial use (existed since passage of the 1924 Act) </span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">If a creator controls a substantial part of his/her work, then a user has the right of insubstantial use
Problem is that there is no definition of “insubstantial use,” but again international case law suggests 1-2% </span></li>
</ul>
<span style="font-family: "verdana"; font-size: 85%;">2) Research of private study, criticism or review, reporting or news summary (in force September 1, 1997) </span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Fair dealing for the purpose of research and private study, provided basic bibliographic information is provided </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Fair dealing for the purpose of criticism or review, reporting or news summary, provided the source is provided</span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Problem is that fair dealing is not defined in the Copyright Act; nor does it refer specifically to teaching </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Problem is that there are few reasonable examples of case law; however, based on international case law, “fair” seems to mean approximately 2% </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Don’t confuse “fair dealing” with the American “fair use,” the latter being far more liberal </span></li>
</ul>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Your use of overheads, opaque projections, black boards, white boards </b></span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b>A) Copyright exception</b></span><br />
<ol>
<li><span style="font-family: "verdana"; font-size: 85%;">Reproduction for instruction<br />• Manual reproduction (e.g. handwritten) onto white board, black board, flip charts and overheads
<br />• Make a copy of an image to project using an overhead projector or other device (e.g. opaque projector, projection unit)</span></li>
</ol>
<span style="font-family: "verdana"; font-size: 85%;"><b>Computer programs</b> </span><br />
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">Permitted acts. 30.6 It is not an infringement of copyright in a computer program for a person who owns a copy of the computer program that is authorized by the owner of the copyright to </span><span style="font-family: "verdana"; font-size: 85%;"><br /><br />(a) make a single reproduction of the copy by adapting, modifying or converting the computer program or translating it into another computer language if the person proves that the reproduced copy is
</span><br />
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">(i) essential for the compatibility of the computer program with a particular computer</span><br />
<span style="font-family: "verdana"; font-size: 85%;">(ii) solely for the person’s own use</span><br />
<span style="font-family: "verdana"; font-size: 85%;">(iii) destroyed immediately after the person ceases to be the owner of the copy, or;</span></blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
(b) make a single reproduction for backup purposes of the copy or of a reproduced copy referred to in paragraph (a) if the person proves that the reproduction for backup purposes is destroyed immediately when the person ceases to be the owner of the copy of the computer program.<br /><br />
1997, c. 24, s. 18 </span></blockquote>
<div>
<span style="font-family: "verdana"; font-size: 85%;"><br /></span></div>
<div>
<span style="font-family: "verdana"; font-size: 85%;"><b>Exceptions for off-air taping and performance of television and radio programs<br />
Copying off-air of news and news commentary programs</b></span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Copy at the time of communication to the public via telecommunications a news or news commentary program, not a documentary or feature film, for a period of one year after which you must either erase the program or purchase </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Must complete a record keeping form created by the Canadian Copyright Board</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">A new collective – the ERCC – has been created to collect your money</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">If you continue to have the program beyond one year, then you must pay an approved tariff </span></li>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"><b>Copying for the purposes of evaluating</b> </span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Copy at the time of communication to the public via telecommunications any program (excluding news and news commentary programs) and evaluate for a period of up to 30 days, before destroying or purchasing (i.e. you cannot show these programs in a classroom) </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Must complete a record keeping form </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">If you continue to have the program beyond 30 days, then you must pay an approved tariff </span></li>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"><b>Guidelines for Distinguishing Between News Programs, News Commentary Programs, and Documentaries</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">No royalty is payable for taping a single copy of a news program or news commentary program provided that that copy is destroyed within one year after the making of such copy. This royalty exception does not apply to <b>“other” programs, such as documentaries</b> and feature films. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">To determine whether a royalty is payable, educators may refer to the following guidelines, which are intended to assist in distinguishing between the three categories of program. The initial guidelines were developed in cooperation with the ERCC and representatives of elementary, secondary, and postsecondary educational institutions. This list has been updated by Manitoba Education, Citizenship, and Youth to reflect the current situation.</span><br />
<br />
<ol>
<li><span style="font-family: "verdana"; font-size: 85%;"><b>A news program</b> is a program reporting on local, regional, national, and international events as they happen, and includes weather reports, sportscasts, community news, and other related features or segments contained within the news program. Examples are <i>The National</i> (the first half-hour only), <i>Ontario Ce Soir</i>, <i>BBC World Report</i>, L<i>e Téléjournal</i>.</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;"><b>A news commentary program</b> is a program containing discussions, explanations, analysis, observations or interpretations of the news and having a preponderance of the following elements: “talking head(s)”; minimal editing; minimal “shelf life” in its original form; and, if in interview or panel discussion format, unscripted responses. Examples are <i>As It Happens</i>, <i>Studio 2</i>, <i>The Editors</i>, <i>Larry King Live</i>, <i>Le Point</i>.</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;"><b>Other programs</b> are programs that are not news or news commentary programming. Feature films and documentaries are examples of other programs. A documentary is a socially relevant program with a creative vision and/or viewpoint and with a preponderance of the following elements: significant research and preparation; pre-scripting; significant editing; and significant “shelf life.” Examples are: <i>Life & Times</i>, <i>Venture</i>, <i>Marketplace</i>, <i>The Nature of Things</i>, <i>Rex Murphy</i>, <i>Les affaires et la vie</i>, <i>D’un soleil a l’autre</i>.</span></li>
</ol>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLNHp7RI5V9Al36SMrj9nuVIRhKkuNKUN3UZJAwKoq_kkeq3F9rdidrcWW3epsgIyQNa9csRAIdCN3f_DkqAHKYossHPT0KtPFfWOKsFnGukmktCP4UkBAW23_a0AaY_g7XrE08Rw5c4k/s1600/45.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="674" data-original-width="588" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLNHp7RI5V9Al36SMrj9nuVIRhKkuNKUN3UZJAwKoq_kkeq3F9rdidrcWW3epsgIyQNa9csRAIdCN3f_DkqAHKYossHPT0KtPFfWOKsFnGukmktCP4UkBAW23_a0AaY_g7XrE08Rw5c4k/s640/45.jpg" width="556" /></a></div>
<div>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>Moral rights under the Canadian Copyright Act</b></span><span style="font-family: "verdana"; font-size: 85%;"><br />Special rights designed to protect the author’s personality or reputation </span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Three types: </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Moral rights, unlike economic rights, cannot be assigned </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Moral rights can be waived</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Nothing in the act to prevent licensing or moral rights </span></li>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"><b>Some copyright collectives in Canada </b></span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Access Copyright (formerly Cancopy)</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Audio Cine Films </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Canadian Musical Reproduction Rights Agency Limited (CMRRA) </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Canadian Private Copying Collective (CPCC) </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Society of Composers, Authors, and Music Producers of Canada (SOCAN) </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Société québécoise de gestion collective des droits de reproduction (COPIBEC) </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Visual Education Canada </span></li>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"><b>Pan Canadian Schools/CanCopy Licence Agreement 1999-2004</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;"><b></b>As Extended August 26, 2004 </span><br />
<span style="font-family: "verdana"; font-size: 85%;">(Until the Copyright Board rules on the tariff in 2006) </span><br />
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;"><b>Authorized purposes</b><br />
(c) “Authorized purposes” means copying for any not-for-profit purpose within or in support of the mandate of the educational institution in Canada, including:</span><br />
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">(i) Educational (including testing and examination activities), professional, research, archival, administrative and recreational activities;</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">(ii) Communication with and providing information to parents, school advisory/parent council and other members of the community;</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">(iii) Copying related to the production of teacher implementation documents, correspondence school and distance learning courses, curriculum documents, workshop packages, provincial examinations and all other similar copying activity, and</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">(iv) Making a reasonable number of copies for reference in or a loan by libraries;</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Permitted copying</b><br></span>
<span style="font-family: "verdana"; font-size: 85%;">5.1 Permitted Copying: This Agreement Authorizes Copying of either ten percent (10%) of a Published Work, or any of the following parts of a Published Work, whichever is greater:</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
(a) an entire single short story, play, essay, article or poem from a book or periodical issue (including a set of conference proceedings) containing other works;</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
(b) an entire newspaper article or page;</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">(c) an entire entry from an encyclopedia, dictionary, annotated bibliography or similar reference work;</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">(d) an entire reproduction of an artistic work (including drawings, paintings, prints, photographs and works of a sculpture, architecture or artistic craftsmanship) from a book or periodical issue containing other works; and</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">(e) an entire chapter which is twenty percent (20%) or less of a book.</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Multiple copies</b></span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;"> 5.13 Multiple copies: Except where otherwise stated, this Licence authorizes the making of:</span> </blockquote>
</blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote class="tr_bq">
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">(a) the number of copies which is sufficient to permit each student to have one Copy only for his or her personal study and each teacher to have two Copies;</span> </blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote class="tr_bq">
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">(b) the number of copies required for administrative purposes, including communication of information to parents and to the community; and</span> </blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote class="tr_bq">
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"> (c) a reasonable number of Copies for reference in or loan by Libraries.</span></blockquote>
</blockquote>
</blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Proper citation</b></span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">5.11 Notice on Copies: The Licensees shall notify their respective employees and agents that, in accordance with good bibliographic practice, Copies of Published Works shall include, on at least one page, a credit to the author, artist or illustrator, and to the source.</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
e.g. John Tooth <u>Looking for Manitoba Government Publications</u>, per the Pan Canadian Copyright Agreement</span> </blockquote>
</blockquote>
<blockquote class="tr_bq">
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">e.g. John Tooth “Victory for Users,” <u>Macleans</u>, per the Pan Canadian Copyright Agreement </span></blockquote>
</blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Society of Composers, Authors, and Music Publishers of Canada (SOCAN)</b></span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Music used in classrooms covered by an exception in the Canadian Copyright Act </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Music used for “extracurricular” activities is not covered by the Act </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">SOCAN Letters to school divisions </span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Music at lunch, recess, at games, at dances</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">License .25/student/year </span></li>
</ul>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"><b>Educational Rights Collective of Canada (ERCC)</b></span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Collective designed to collect revenue from educational institutions for off air taping of TV and radio programs </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Debate on the reporting of Cable in the Classroom programs continues (law states you do; CITC states you don’t) </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Reporting form can be sent electronically to the ERCC </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Viability of the ERCC is still in doubt </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Reporting dates: January 31, May 31, September 30 </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Public Broadcasting in the US </span></li>
</ul>
<br />
<span style="font-family: "verdana"; font-size: 85%;"><b>ERCC – Tariff</b> </span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Interim tariff for 2003-2006 set by the Canadian Copyright Board </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Tariff </span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Transactional license for TV signal</span><span style="font-family: "verdana"; font-size: 85%;">:</span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">$1.60/minute/unlimited use/physical life of the tape</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Must report performances</span></li>
</ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Comprehensive license for TV signal: </span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">$1.73 per FTE/annually</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Must report performances</span></li>
</ul>
</ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Details see: <a href="https://web.archive.org/web/20060502021229/http://www.cb-cda.gc.ca/news/interimercc-e.html">https://web.archive.org/web/20060502021229/http://www.cb-cda.gc.ca/news/interimercc-e.html</a></span></li>
</ul><br>
<span style="font-family: "verdana"; font-size: 85%;"><b>Video and radio programs</b></span>
<br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Home use versus public performances </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Hard copy versus duplication rights</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Canadian Copyright Act exceptions: </span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Taping of “news and news commentary” programs (one year’s free use in the classroom)</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Taping of “other” programs (30 day evaluation only) </span></li>
</ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Cable in the Classroom</span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Copyright cleared programs</span></li>
</ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Prairie Public Television </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">IRU Catalogue </span><span style="font-family: "verdana";"><span style="font-size: 85%;"><a href="http://library.edu.gov.mb.ca/cgi-bin/koha/opac-main.pl">http://library.edu.gov.mb.ca/cgi-bin/koha/opac-main.pl</a> </span></span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">video programs ($15.00/60 minute tape) </span></li>
</ul>
</ul><br>
<span style="font-family: "verdana"; font-size: 85%;"><b>Where we are in the copyright world generally : (Schools Agreement) </b></span></div>
<div>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Pan Canadian Schools/Cancopy Copyright License Agreement, 1999-2004</span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">The 1999-2004 Agreement was extended on August 26, 2004</span></li>
<li><span style="font-family: "verdana";"><span style="font-size: 85%;">Agreement was to continue under the same terms and conditions until sometime in 2006 when the Copyright Board will rule on Access Copyright’s proposed tariff of $12.00/per full time student for the period 2005-2009 and on retroactivity to August 31, 2004 </span></span></li>
<li><span style="font-family: "verdana";"><span style="font-size: 85%;">CMEC Copyright Consortium has hired lawyers to represent Canadian public schools as “objectors” to the proposed tariff and to retroactivity </span></span></li>
<li><span style="font-family: "verdana";"><span style="font-size: 85%;">There was to be a scheduled joint CMEC/Access survey across Canada of photocopying in schools likely in the 2005 calendar year </span></span></li>
<li><span style="font-family: "verdana";"><span style="font-size: 85%;">The survey was likely to involve some 110 schools in Manitoba and 6 school boards </span></span></li>
<li><span style="font-family: "verdana";"><span style="font-size: 85%;">The survey was to be 10 consecutive school days and Access Copyright photocopier observers was to be present </span></span></li>
<li><span style="font-family: "verdana";"><span style="font-size: 85%;">New Exclusions List for 2004/05, which had been distributed to schools and school board offices </span></span></li>
<li><span style="font-family: "verdana";"><span style="font-size: 85%;">New version of the booklet “Copyright Matters!” 2005: a physical copy was to be sent to each teacher in Manitoba during February 2005 and it was also available electronically on the IRU Copyright web site </span></span></li>
</ul>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"><br><b>Where are we in the Copyright World (Legal cases)</b> </span></div>
<div>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">CCH v. The Law Society of Upper Canada (legal publishers case)</span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">The making and transmittal of copies of judicial copyrighted material by library users and library staff was within the intent of fair dealing</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Balanced approach to copyright by the Supreme Court of Canada</span></li>
</ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Online Music Case (Tariff 22 decision) </span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Downloading of music for private use and sharing via computer did not constitute copyright infringement</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Balanced approach to copyright by the Supreme Court of Canada </span></li>
</ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Privacy Interests </span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Federal court rules that music recording industry had not presented a sufficient case to warrant invasion of privacy interests of individual Canadians (e.g. to force Internet providers to reveal the music downloading habits of some 29 million Canadians)</span></li>
</ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Canadian Heritage “Interim Report on Copyright Reform: Report of the Standing Committee on Canadian Heritage” (May 2004)</span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Heritage Committee was going to recommend to Cabinet that there be an amendment to the Copyright Act permitting the collective licencing of Internet materials used for educational purposes (e.g. you will have to pay to use the Internet for educational purposes, or try off the Internet) </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">On February 16th, at a meeting between CMEC Copyright Committee and the Minister of Canadian Heritage, The Honourable Liza Frulla indicated that the copyright legislation to be addressed in June 2005 will not include the educational use of the Internet </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">o Philosophy is: collectives first; exemptions unnecessary </span></li>
<li><span style="font-family: "verdana";"><span style="font-size: 85%;">o Internet address: <a href="http://www.ourcommons.ca/Committees/en/heri/Work?parl=37&session=3&show=reports">http://www.ourcommons.ca/Committees/en/heri/Work?parl=37&session=3&show=reports</a> </span></li>
</ul>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"><b>CMEC Position </b></span></div>
<div>
<span style="font-family: "verdana"; font-size: 85%;"><b>Educational Use of the Internet </b></span></div>
<div>
<span style="font-family: "verdana"; font-size: 85%;">Amend the <i>Copyright Act</i> such that an educational institution or a person acting under its authority, including a student, may do the acts listed below in relation to all or part of a work or other subject-matter that has been made publicly available on a communication network, provided the act is done in a place where a student is participating in a program of learning under the authority of an educational institution, is done for educational or training purposes, and it not for profit, and provided that the source is mentioned giving the names of the authors, performer, maker, or broadcaster if provided in the source:</span></div>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">(a) use a computer for reproduction, including making multiple reproductions for use in the course for instruction;<br /><br />(b) perform in public before an audience consisting of primarily students of the educational institution, instructors acting under the authority of the educational institution, or any person who is directly responsible for setting curriculum for the educational institution; and<br /><br />(c) communicate to the public by telecommunication to or from a place where a person is participating in a program of learning under the authority of an educational institution. </span></blockquote>
<div>
<span style="font-family: "verdana"; font-size: 85%;"><b>Directions for a more user-friendly Copyright Act</b>
<br />1. Position of the CMEC, CTF, CSBA:</span>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Since the majority of the material on the Internet is created by authors who are not interested in asserting their copyright and have no expectation of profit, these materials are therefore “publicly available,” that is, they are intended to be used without cost </span></li>
<li><span style="font-family: verdana; font-size: 85%;">CMEC proposes to the federal government that there be an expansion of the “fair dealing” exemption to cover the use of “publicly available” material copied from the Internet for educational purposes; this would be followed by a licensing scheme for non-publicly available material </span></li>
<li><span style="font-family: verdana; font-size: 85%;">This amendment to the Copyright Act is known as the “Educational Use of Internet”</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Philosophy is: Exemptions first, Collectives second </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Thus, the “fair dealing” defense would also include education and teaching purposes, in addition to research or private study, review or news reporting </span></li>
<li><span style="font-family: verdana; font-size: 85%;">The exception would permit students and teachers in day-to-day instruction to copy, perform and exchange copyrighted materials made publicly available on the Internet </span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;">2. Why does education need an exemption? </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Obtaining copyright clearance for day-to-day instruction is not possible or practical </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Blanket licensing through a collective of “publicly available” material on the Internet is not likely</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Students and teachers need to be able to use legally (without infringing copyright) the material they find on the Internet if they are to develop the skills needed to participate in a global knowledge economy</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Students required to acknowledge source </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Respect for intellectual property</span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Students and teachers often break copyright law when they use the Internet</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Copying an image for a school project is an infringement of copyright</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Copying text to study later is an infringement of copyright</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Forwarding an email to a student or teacher is an infringement of copyright </span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;"><br><b>For further information on Copyright in Canada: </b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Wanda Noel. (1999). <i>Copyright Guide for Canadian Libraries</i>. Ottawa: Canadian Library Association, $44.95, ISBN: 0-88802-294-8. </span></li>
<li><span style="font-family: verdana; font-size: 85%;">John Tooth. “CLA Copyright Information Web Site,” Canadian Library Association, <a href="http://cla.ca/resources/copyright-information/">http://cla.ca/resources/copyright-information/</a></li><span style="font-family: verdana; font-size: 85%;">
<li>Lesley Ellen Harris. (2001). Canadian Copyright Law 3rd Edition, Toronto: McGraw-Hill. ISBN: 007-560-369-1.</li>
<li>Lesley Ellen Harris. (1998). Digital Property: Currency of the 21st Century. Toronto: McGraw-Hill Ryerson. ISBN: 0-07-552864-0.</li>
<li>Council of Ministers of Education, Canada. (2012) Copyright Matters!: Some key questions and answers for Teachers. Toronto: CMEC. (Bilingual) <a href="http://cmec.ca/Publications/Lists/Publications/Attachments/291/Copyright_Matters.pdf">http://cmec.ca/Publications/Lists/Publications/Attachments/291/Copyright_Matters.pdf</a></li>
<li>Wanda Noel. (1996). Copy right! (videocassette) and Teacher’s Guide (1996) For Grades 5-S1. Available for loan or duplication from the Instructional Resources Unit, Manitoba Education, Citizenship and Youth. For Loan #0926, Duplication VT-0362, $12.00</li></span>
</span></span>
</ul>
</div>
</div>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-10219871409278910772018-01-29T14:30:00.000-06:002018-01-29T14:30:41.048-06:00Case study<span style="font-family: verdana; font-size: 85%;">1. Read the scenario<br><br>
2. As a group, discuss possible solutions to the scenario as the person designated. Pick a reporter to write down these ideas for your group. Write down the key points on a flip chart sheet.<br><br>
3. When the large group gets back together, the reporter will present your group’s solutions to the larger group.<br><br>
TOM AND THE COPY MACHINE<br>
INSTRUCTIONS: READ AND ANSWER THE QUESTIONS BELOW.<br>
Tom is setting up the meeting room for the next group when he is paged to the front desk. As he approaches the desk, he spots a very angry customer, waving sheets of paper at the circulation staffer at the front desk.<br><br>
“I pay taxes and this is what I get – a rotten copy machine that crumpled these sheets of paper after taking all my quarters! Who fixes these machines? I’ve been waiting at least 15 minutes!”<br><br>
The circulation staffer gestures to Tom and tells the customer that Tom will be able to help him. Tom takes a deep breath, smiles at the customer and says, “I’m sorry you’ve been having a problem with the copy machine. Sometimes they can be temperamental. Let’s go over the machine you used and see what I can do.”<br><br>
The customer huffs and puffs, but does walk with Tom to the copy machine, saying “I expect to get my money back for these lousy copies! You should have better copiers in your library!” Tom says, “I’d like to ask your help for just a minute. Would you explain to me exactly what you did when you used the machine that crumpled these pages?”<br><br>
The customer eagerly explains every step he took while Tom listens and nods his head. When the story is finished, Tom asks the customer if he noticed any red light blinking on the copy machine. “No! I don’t have time to notice lights on any machine!” Tom explains that he thinks the copier malfunctioned and that the blinking red light might have been the signal. He tells the customer that he thinks he can quickly fix the machine. “Do you have time to wait for the fix? Then you can make some correct copies.” The customer says, “Well, I only have a little time. But I’ll wait if you can really fix it!”<br><br>
Tom goes to work on the machine and makes several adjustments. As he works he talks with the customer about machines and how he likes to tinker with them. Once he finishes the adjustment, Tom asks the customer to make some new copies at no charge. He asks, “Are these new copies okay with you?”<br><br>
The customer nods his head. Tom asks, “Now, does this solve your copy problem?” The customer nods his head. Tom says, “Is there anything else you need today?” The customer says, “No, I really needed you to fix this machine because I didn’t want to drive down the copy center at the shopping mall. I only had a short time to copy these. Bye!” The customer hurries away and Tom takes the crumpled papers and tosses them in the trash.<br><br>
<b>Questions</b><br>
1. What was the first thing Tom did to help diffuse the angry customer? What were other methods Tom used to calm the customer?<br><br>
The first thing Tom did was to apologise to the angry customer and to assume that the problem was with the temperamental photocopier, not the customer. Tom listened and nodded his while the customer explained what he had done. Tom explained what he thought was the problem and while he managed to fix the photocopier, engaged the customer in a conversation. Tom provided the photocopied papers free of charge and asks if they met the customer’s satisfaction. He asked if there was anything else he could help with before the customer left.<br><br>
2. How did Tom find out the exact problem? Identify steps he took with the customer.<br><br>
Tom found out the exact problem when he asked if the customer had noticed a red blinking light on the copy machine. The customer hadn’t noticed it, so Tom had to look for it before he was able to fix the problem. When Tom asked if there was anything else he could help the customer with, he found that the customer had only had a short time to photocopy the papers and hadn’t wanted to drive to the copy center at the shopping mall.<br><br>
3. At the conclusion of the scenario, was the customer satisfied with the result? How do you know?<br><br>
We assume the customer was satisfied with the result because Tom didn’t charge him for them and he nodded his head when Tom asked him if his problem was solved.<br><br>
4. How could Tom have received some recognition for his transition with the customer?<br><br>
The customer could have thanked Tom for fixing the photocopier and giving him free copies.<br><br>
</span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-4281009718210209852018-01-22T19:00:00.000-06:002018-01-22T19:00:04.095-06:00Customer service self-assessment<span style="font-family: "verdana"; font-size: 85%;">Please answer each question by checking the appropriate response.<br /><br />
Do you…<br />
<table bgcolor="" border="1" bordercolor="" width="">
<tbody>
<tr>
<td></td><td></td><td><b>Frequently</b></td>
<td><b>Sometimes</b></td>
<td><b>Never</b></td>
</tr>
<tr>
<td>1.</td>
<td>Project an open, positive, friendly<br />
attitude toward every individual?</td>
<td><br /></td><td><br /></td><td><br /></td>
</tr>
<tr>
<td>2.</td>
<td>Respond to complaints in a courteous<br />
and sympathetic manner?</td>
<td><br /></td><td><br /></td><td><br /></td>
</tr>
<tr>
<td>3.</td>
<td>Use effective and attentive listening<br />
skills?</td>
<td><br /></td><td><br /></td><td><br /></td>
</tr>
<tr>
<td>4.</td>
<td>Follow the transaction through until<br />
the customer is satisfied?</td>
<td><br /></td><td><br /></td><td><br /></td>
</tr>
<tr>
<td>5.</td><td>Apologize even when it's not your <br />fault?</td><td><br /></td><td><br /></td><td><br /></td></tr>
<tr><td>6.</td>
<td>Provide timely responses to<br />
requests?</td>
<td><br /></td><td><br /></td><td><br /></td>
</tr>
<tr>
<td>7.</td>
<td>Provide assistance without being<br />
asked?</td>
<td><br /></td><td><br /></td><td><br /></td>
</tr>
<tr>
<td>8.</td>
<td>Respond positively - what can you<br />
do, not what you cannot do?</td>
<td><br /></td><td><br /></td><td><br /></td>
</tr>
<tr>
<td>9.</td>
<td>Speak clearly at all times?</td>
<td><br /></td>
<td></td><td><br /></td>
</tr>
<tr>
<td>10.</td>
<td>Show you are courteous? Say "Please"<br />
and "Thank you"?</td>
<td><br /></td>
<td><br /></td>
<td><br /></td>
</tr>
<tr>
<td>11.</td>
<td>Maintain a non-judgemental attitude<br />
toward customer's questions?</td>
<td><br /></td>
<td><br /></td>
<td><br /></td>
</tr>
<tr>
<td>12.</td>
<td>Communicate on the level of the<br />
customer?</td>
<td></td><td><br /></td><td><br /></td>
</tr>
<tr>
<td>13.</td>
<td>Acknowledge others for providing<br />
good customer service?</td>
<td><br /></td><td><br /></td><td><br /></td>
</tr>
</tbody></table>
</span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-53946493941895546452018-01-15T14:30:00.000-06:002018-01-15T14:30:54.977-06:00Customer service sample scenarios<span style="font-family: verdana; font-size: 85%;"><b>1. You are serving someone in person and the phone rings. What do you do?</b><br>
Should probably excuse yourself briefly from serving the person you’re already serving, apologise for the interruption and answer the phone and find out briefly what the caller requires. If the caller needs to be dispatched through to another library worker, do so. If you need to deal with them directly, ask them to wait briefly while you deal with the original patron waiting for your services, before returning to the phone call and dealing with it appropriately.<br><br>
<b>2. You are on the phone and someone comes to the desk. What do you do?</b><br>
Acknowledge the library patron with a nod or smile, and try to finish the call. If the call is going to take some time, interrupt the caller and place them briefly on hold, before apologising to the library patron and finding out what their business is. It could be something simple and quick that they need that could get done before returning to the call.<br><br>
<b>3. You approach a customer service desk in a department store and two clerks are talking to one another. How do you feel? What would you like them to do?</b><br>
Most people like to be acknowledged when they’re in a store and to feel that they’re at the centre of the clerk’s attention. Seeing two clerks talk suggests that they’re not concerned about business. Understandably when there is a brief period of ‘downtime’ general chit chat is expected to occur, but in general for most of the day, this shouldn’t be one of the main priorities someone has. Therefore, clerks should always be aware of what is going on around them, and if they need to have their conversation interrupted to make business, that should be the case.<br><br>
<b>4. You have tried to help an angry customer, but you feel that you have not completely addressed his or her concerns. What do you do?</b><br>
Ask them if there is anything else that you can help them with. Ask them if they would be willing to submit feedback – anonymously if necessary – on how they feel that you have performed, or would have liked you to perform. If you feel that you’re not the appropriate person to deal with their concerns, ask them if they would like to talk to your supervisor. If the supervisor is available, introduce them. If they are busy, ask for the customer’s contact details and ask if it’s convenient to be contacted to discuss the situation further.<br><br>
<b>5. Someone has asked you to “bend the rules” in his/her favour. What is your first response?</b><br>
No one should have the rules bent to their favour. If one person does, they could either expect the rules to be bent for them in the future, when they would like them to be, or all the time, or even tell other people, and therefore numerous people come to the library expecting rules to be bent in their favour. Therefore it’s necessary to abide to the rules as most as possible, with exceptions in special cases. There can sometimes be unfortunate circumstances that require the rules to be bent, and these circumstances need to be kept an eye on.
</span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-71710062492377661262018-01-08T15:57:00.000-06:002018-01-08T15:57:46.125-06:00Customer service<span style="font-family: "verdana"; font-size: 85%;"><b>What is customer service?</b></span>
<br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Staff interacting positively and delivering the product the customer expects. </span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b>Who are our customers?</b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Customers will depend on the type of library. </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">School: Teachers, students </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Public: General public, parents, adults, children, etc.</span></li>
<li><span style="font-family: verdana; font-size: 85%;">College: Students, lecturers</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Special: Specific individuals who would benefit from the library</span></li>
</ul>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b>Three principles of good customer service</b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Listen and act</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Show positive behaviour </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Acknowledge good customer services </span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b>Show positive behaviour</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Approachable</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Attentive</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Helpful </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Considerate</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Treat others how you wish to be treated </span></li>
</ul>
<b style="font-family: verdana; font-size: 85%;">Approachability</b><span style="font-family: verdana; font-size: 85%;"> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Open body language</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Eye contact</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Comfortable relaxed tone </span></li>
</ul>
<b style="font-family: verdana; font-size: 85%;">Attentiveness</b><span style="font-family: verdana; font-size: 85%;"> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Full attention </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Listen without interrupting </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Ask questions
</span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b>What makes a good listener?</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Maintains eye contact</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Leans towards the customer </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Smiles appropriately</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Ignores (meaningless) distractions </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Gives total concentration </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Uses encouraging sounds or motions </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">“Uh, huh”</span></li>
<li><span style="font-family: verdana; font-size: 85%;">“I see” </span></li>
<li><span style="font-family: verdana; font-size: 85%;">“All right” </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Nods head </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Restates customer’s request </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Clarifies customer’s request </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Does not interrupt customer</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Does not finish customer’s sentence </span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b>Helpfulness </b></span><br /><ul>
<li><span style="font-family: verdana; font-size: 85%;">Gives accurate information </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Responding positively</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Checking understanding </span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b>Consideration</b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Respectful</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Patient</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Treat all customers as individuals </span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b>Acknowledgement </b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Be sure to mention what was done right</span></li>
</ul>
Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-29721717650406671022018-01-01T20:30:00.000-06:002018-01-01T20:30:43.258-06:00Respect in the workplace<span style="font-family: verdana; font-size: 85%;">There are four different types of sexual harassment; disabled, emotional, racial and sexual.<br><br>
The most common emotions a victim of harassment feels are humiliation, fear, anger, and intimidation. They will question “What did I do to deserve this?”<br><br>
The difference between a formal and informal review or inquiry is that with an informal review, all parties agree on solutions, and an formal review is more like a court proceeding, complete with statements and witnesses.<br><br>
If a man or woman works in a workplace predominantly full of workers of the opposite sex, who doesn’t approve of photos of half naked women or men, the photos can be taken down. They should feel comfortable in their workplace. Photos of this nature should be placed somewhere where no one can see them, or are forced to see them.<br><br>
Emotional harassment is not covered by the law. This type of harassment can be redressed by suing in a civil court case, therefore contact a lawyer.
</span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-65627310978875257782017-12-25T17:42:00.000-06:002017-12-25T17:42:16.858-06:00Basic Budget Primer: Choosing the Best Budget for Your Library<span style="font-family: "verdana"; font-size: 85%;">Devlin, Barry. “Basic Budget Primer: Choosing the Best Budget for Your Library.” The Bottom Line Reader: A Financial Hand Book for Librarians. New York: Neal Schumann, c1990. pp. 31-35.<br />
</span>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">The literature on budget preparation is almost redundant in pointing out that librarians insist on sticking with the line-item format despite evidence it is the least effective means of developing the library’s case for support. Perhaps we don’t make the shift because we lack the understanding of the four major budgeting techniques – line item, program, performance, and zero-based – and thus can’t evaluate the usefulness to our institutions. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">A group of librarians at the Montclair Public Library decided to ferret out the facts about the budgeting process for our own edification as well as for popular consumption.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">We began by settling on a definition of the budget that was acceptable to all of us and then setting out a series of questions. We asked: Is the line-item budget the frequent choice because of its easy applicability? Do program or performance budgets offer better avenues for fiscal control? How? Can zero-base provide the framework for ranking programs so that resources are allocated to the top priorities? When we knew enough to conclude the answer to all of these questions was yes, the most basic question emerged: How do library managers decide what budget format is best for their organizations? We then got more specific: What are the distinguishing features of the four budget types? What are their notable differences? What are their advantages and disadvantages? What type of data is needed for each of the formats and how are they compiled?</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>Defining “Budget”</b> </span><br />
<span style="font-family: "verdana"; font-size: 85%;">A budget is variously defined as an itemized summary of probable expenditures and income for a given time period, usually involving a systematic plan for meeting expenses; a planning document used by an organization, generally prepared and presented in standard accounting formats emphasizing dollar revenues, expenditures, and costs; or an assessment of revenues that can be realistically anticipated. (Richard E. Wacht, Financial Management in Nonprofit Organizations. Atlanta: College of Business Administration, Georgia State University, 1987, p. 480; Ann E. Prentice, Financial Planning for Libraries, Metuchen, N.J. : Scarecrow, 1984, p. 27) We agreed, though, that the most useful definitions connects planning to control, by referring to budgeting as the process by which necessary resources are determined, allocated, and funded.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Line-item budgeting</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">The logic behind the traditional line-item budget generally involves three steps:</span></blockquote>
<ol>
<li><span style="font-family: "verdana"; font-size: 85%;">Last year’s spending level is extrapolated into next year.</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Last year’s level is incremented for increases in costs.</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">The spending level is further incremented for new projects and programs. The underlying assumptions in the traditional approach are that all activities making up last year’s spending level are essential to achieving the ongoing objectives, strategies, and mission of the organization: must be continued during the coming year; are now performed in the most cost-effective manner.</span></li></ol>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">This budget format is accounting-oriented and directed toward answering the question “how much?” The line items, or objects of expenditure, serve as the focus for analysis, authorization, and control. Total amounts requested and expended for broad categories—such as personnel, supplies, and communications—are calculated for the entire library, as the excerpted budget in Figure 1 shows.
</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Figure 1. The Line-Item Budget
</b><table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td><b>Account code</b></td>
<td><b>Object</b></td>
<td><b>Actual Expenditure 1987</b></td>
<td><b>Request 1984</b></td>
</tr>
<tr>
<td>100300</td>
<td>Personnel</td>
<td></td><td></td></tr>
<tr><td>100301</td>
<td>Full Time</td>
<td>$748,322</td>
<td>$800,705</td>
</tr>
<tr>
<td>100302</td>
<td>Part Time</td>
<td>110,212</td>
<td>117,933</td>
</tr>
<tr>
<td>100303</td>
<td>Overtime</td>
<td>8,240</td>
<td>8,817</td>
</tr>
<tr>
<td>200300</td>
<td>Benefits</td>
<td></td><td></td></tr>
<tr><td>200301</td>
<td>Social Security</td>
<td>51,959</td>
<td>55,596</td>
</tr>
<tr>
<td>200302</td>
<td>Pension</td>
<td>75,345</td>
<td>80,619</td>
</tr>
<tr>
<td>200303</td>
<td>Health Insurance</td>
<td>32,000</td>
<td>34,240</td>
</tr>
<tr>
<td><br /></td>
<td>TOTAL PERSONNEL</td>
<td>$1,026,084</td>
<td>$1,097,910</td>
</tr>
<tr>
<td>300300</td>
<td>Materials</td>
<td><br /></td>
<td></td></tr>
<tr><td>300301</td>
<td>Books</td>
<td>26,250</td>
<td>28,040</td>
</tr>
<tr>
<td>300302</td>
<td>Periodicals</td>
<td>18,611</td>
<td>19,913</td>
</tr>
<tr>
<td>300303</td>
<td>Databases</td>
<td>21,816</td>
<td>23,343</td>
</tr>
<tr>
<td>300304</td>
<td>Documents</td>
<td>5,300</td>
<td>5,671</td>
</tr>
<tr>
<td><br /></td>
<td>TOTAL MATERIALS</td>
<td>$71,977</td>
<td>$77,015</td>
</tr>
<tr>
<td>400300</td>
<td>Supplies</td>
<td><br /></td>
<td><br /></td>
</tr>
<tr>
<td>400301</td>
<td>Office</td>
<td>5,250</td>
<td>5,618</td>
</tr>
<tr>
<td>400302</td>
<td>Computer</td>
<td>3,190</td>
<td>3,413</td>
</tr>
<tr>
<td>500300</td>
<td>Communication</td>
<td><br /></td>
<td><br /></td>
</tr>
<tr>
<td>500301</td>
<td>Postage</td>
<td>12,600</td>
<td>13,482</td>
</tr>
<tr>
<td>500302</td>
<td>Telephone</td>
<td>4,500</td>
<td>4,815</td>
</tr>
<tr>
<td>500303</td>
<td>Datalines</td>
<td>13,500</td>
<td>14,445</td>
</tr>
<tr>
<td>600300</td>
<td>Conferences & Dues</td>
<td>8,500</td>
<td>9,095</td>
</tr>
<tr>
<td>700300</td>
<td>Staff Development</td>
<td>4,000</td>
<td>4,280</td>
</tr>
<tr>
<td></td><td>TOTAL OPENING</td>
<td>$123,517</td>
<td>$132,163</td>
</tr>
<tr>
<td></td><td>GRAND TOTAL</td>
<td>$1,149,601</td>
<td>$1,230,073 </td></tr>
</tbody></table>
</span></blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Incremental budgeting projects line-item numbers as derived from expenditures of the year before. In Figure 1, the 1988 funding request was calculated on a 7% across-the-board increase over 1987. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">There are advantages to line-item budgeting. Line-item budgets are simpler to construct than other formats and are easy to compute. The individual lines are clearly defined; they emphasize control and tradition; they are comprehensible; little added explanation is necessary. But, on the downside, line-item budgets do not stress the library’s services to the public. Rather, emphasis is on services or commodities to be purchased by the library. Cost centers are not identified. And there is not sufficient historical data with which to discern major cost trends. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>The Program budget</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">The program budget begins with the library’s goals, and objectives and the derivative goals and objectives of each of the library’s services.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Richard F. Wacht states, “The concept of program budgeting emphasizes the long-range perspective, or goals, in which the single year’s budget allocation represents the results of specific short-range decisions, or objectives, made within the context of the multiyear plan.” (Wacht, p. 320)</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Program budgeting is a technique that formulates spending plans and then make appropriations on the basis of expected results. Expenditures are plotted to reflect quantified objectives. The program budget is derived for each area of service within a department, then brought together for the department as a whole. Figure 2, for example, is built for Adult Services.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Figure 2: The program budget for adult services</b></span></blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td><b>Account Code</b></td>
<td><b>Object</b></td>
<td><b>Actual Expenditures, 1987</b></td>
<td><b>Request, 1988</b></td>
</tr>
<tr>
<td>100300</td>
<td>Personnel</td>
<td></td><td></td></tr>
<tr><td>100301</td>
<td>Full Time</td>
<td><div style="text-align: right;">
$140,971</div>
</td>
<td><div style="text-align: right;">
$150,839</div>
</td>
</tr>
<tr>
<td>100302</td>
<td>Part Time</td>
<td><div style="text-align: right;">
29,680</div>
</td>
<td><div style="text-align: right;">
46,758</div>
</td>
</tr>
<tr>
<td>100303</td>
<td>Overtime </td>
<td></td><td></td></tr>
<tr><td>200300</td>
<td>Benefits</td>
<td></td><td></td></tr>
<tr><td>200301</td>
<td>Social Security</td>
<td><div style="text-align: right;">
18,320</div>
</td>
<td><div style="text-align: right;">
19,326</div>
</td>
</tr>
<tr>
<td>200302</td>
<td>Pension</td>
<td><div style="text-align: right;">
13,840</div>
</td>
<td><div style="text-align: right;">
14,352</div>
</td>
</tr>
<tr>
<td>200303</td>
<td>Health Insurance</td>
<td><div style="text-align: right;">
10,303</div>
</td>
<td><div style="text-align: right;">
11,028</div>
</td>
</tr>
<tr>
<td><br /></td>
<td>TOTAL PERSONNEL</td>
<td><div style="text-align: right;">
$213,314</div>
</td>
<td><div style="text-align: right;">
$242,393</div>
</td>
</tr>
<tr>
<td>300300</td>
<td>Materials</td>
<td><br /></td>
<td><br /></td>
</tr>
<tr>
<td>300301</td>
<td>Books</td>
<td><div style="text-align: right;">
24,600</div>
</td>
<td><div style="text-align: right;">
24,950</div>
</td>
</tr>
<tr>
<td>300302</td>
<td>Periodicals</td>
<td><div style="text-align: right;">
14,760</div>
</td>
<td><div style="text-align: right;">
15,245</div>
</td>
</tr>
<tr>
<td>300303</td>
<td>Databases</td>
<td><div style="text-align: right;">
16,810</div>
</td>
<td><div style="text-align: right;">
15,731</div>
</td>
</tr>
<tr>
<td>300304</td>
<td>Documents</td>
<td><div style="text-align: right;">
4,500</div>
</td>
<td><div style="text-align: right;">
4,500</div>
</td>
</tr>
<tr>
<td></td><td>TOTAL MATERIALS</td>
<td><div style="text-align: right;">
$60,670</div>
</td>
<td><div style="text-align: right;">
$60,426 </div>
</td>
</tr>
<tr>
<td>400300</td>
<td>Supplies</td>
<td><br /></td>
<td><br /></td>
</tr>
<tr>
<td>400301</td>
<td>Office</td>
<td><div style="text-align: right;">
2,500</div>
</td>
<td><div style="text-align: right;">
1,500</div>
</td>
</tr>
<tr>
<td>400302</td>
<td>Computer</td>
<td><div style="text-align: right;">
2,109</div>
</td>
<td><div style="text-align: right;">
1,100</div>
</td>
</tr>
<tr>
<td>500300</td>
<td>Communications</td>
<td></td><td></td></tr>
<tr><td>500301</td>
<td>Postage</td>
<td><div style="text-align: right;">
10,010</div>
</td>
<td><div style="text-align: right;">
11,011</div>
</td>
</tr>
<tr>
<td>500302</td>
<td>Telephone</td>
<td><div style="text-align: right;">
10,308</div>
</td>
<td><div style="text-align: right;">
10,300</div>
</td>
</tr>
<tr>
<td>500303</td>
<td>Datalines</td>
<td><div style="text-align: right;">
18,402</div>
</td>
<td><div style="text-align: right;">
13,462</div>
</td>
</tr>
<tr>
<td>600300</td>
<td>Conferences & Dues</td>
<td><div style="text-align: right;">
4,210</div>
</td>
<td><div style="text-align: right;">
4,210</div>
</td>
</tr>
<tr>
<td>700300</td>
<td>Staff Development</td>
<td><div style="text-align: right;">
4,200</div>
</td>
<td><div style="text-align: right;">
4,200</div>
</td>
</tr>
<tr>
<td>800300</td>
<td>Programming</td>
<td><div style="text-align: right;">
8,250</div>
</td>
<td><div style="text-align: right;">
8,250</div>
</td>
</tr>
<tr>
<td>900300</td>
<td>Van Maintenance</td>
<td><br /></td>
<td><div style="text-align: right;">
500</div>
</td>
</tr>
<tr>
<td><br /></td>
<td>TOTAL OPERATING</td>
<td><div style="text-align: right;">
$59,839</div>
</td>
<td><div style="text-align: right;">
$54,533</div>
</td>
</tr>
<tr>
<td></td><td>GRAND TOTAL</td>
<td><div style="text-align: right;">
$353,973</div>
</td>
<td><div style="text-align: right;">
$357,352</div>
</td>
</tr>
</tbody></table>
</span></blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
The department’s budget is projected for the personnel, materials, supplies, communications, and other categories of expenditure necessary to meet objectives outlined for 1988. If one of the department’s goals is to make service accessible to all community residents, it might be a good idea to initiate selection and delivery for the handicapped, aged, and shut-ins. The steps involved for that program budget might include:</span></blockquote>
<ol>
<li><i style="font-family: verdana; font-size: 85%;">Defining the program objectives for 1988 in terms of the output desired</i><span style="font-family: "verdana"; font-size: 85%;">. For example: To establish within Adult Services a new selection and delivery service—called HAS—that reaches 20% of the community’s handicapped, aged, and shut-in residents in the first 12 months of operations.</span></li>
<li><i style="font-family: verdana; font-size: 85%;">Delineating the major activities</i><span style="font-family: "verdana"; font-size: 85%;"> necessary to accomplish the objective. For example: Within the first month, assign the task of coordinating the service and initiate contacts with other agencies, including the Fire Department, to locate the target audience. Complete a needs assessment of the HAS clientele by the end of the second month. By the end of the third month, provide in-house staff training for those who will provide the service.</span></li>
<li><i style="font-family: verdana; font-size: 85%;">Determining the nature and level of resources</i><span style="font-family: "verdana"; font-size: 85%;"> needed to support the activity. For example: One new staff member, a part-time professional librarian, is projected, assigned one-half time to coordinate the service and assist in fulfilling requests, creating patron profiles, and recording materials received; staff training can be accommodated with no increase over the 1987 allocation; delivery can be accomplished by streamlining current Branch trips. The materials needed are already incorporated into the library’s yearly acquisition program.</span></li>
<li><i style="font-family: verdana; font-size: 85%;">Developing the budget requirements,</i><span style="font-family: "verdana"; font-size: 85%;"> given the resources defined in step 3. For example: The salary request for a new half-time librarian is projected at $15,000; there is no benefit package since the job is 15 hours per week. The prorated share of van maintenance is $500.</span></li>
<li><i style="font-family: verdana; font-size: 85%;">Stating the requirements</i><span style="font-family: "verdana"; font-size: 85%;"> for all programs within Adult Services, using the same four-step process, as illustrated with HAS, then tallying the exact figures under categories common to all library operations and submitting them in one projected budget for the department.</span></li>
</ol>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Note that the program budget is not a formula approach. That is, unlike the line-item budget, the same percentage increase is not added to each 1987 line. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Program budgeting is a complex process. It is difficult to assign fiscal responsibility for programs that span several departments. And if goals and objectives are vague, the strength of the resulting data is vague. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">But, clearly, when set out correctly, program budgeting can be much more useful than line-item budgeting. It not only provides the necessary data for costing out services based on objectives; it also provides historic data with which to assess cost trends. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>The performance budget</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">While program budgets look at the expected results of services, performance budgets define the work performed to provide that service. Performance budgets emphasize output measures. Calculation of unit cost is added. Services are subdivided so that they can be described in terms of work input and service output. Program elements are broken down into their functions; activities into their individual work components. As Ann E. Prentice notes, performance budgeting helps administrators to “assess the work efficiency of operating units by: a) casting the budget in functional terms and b) providing work-cost measurements to facilitate the efficient performance activities.” (Prentice, p. 96) </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">One way to identify unit costs, as Figure 3 shows, is to divide the output totals for each program objective into the input costs. This is a simple but sometimes misleading method. A more accurate reflection takes painstaking measurements, as Michael Vinson’s article on costing the acquisitions function, on page 70, demonstrates. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">
<b>Figure 3. 1987 performance and unit costs for adult services</b><br /><table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td><b>Input allocated</b></td>
<td><b>Service</b></td>
<td><b>Program objective</b></td>
<td><b>Output</b></td>
<td><b>Unit cost</b></td>
</tr>
<tr>
<td>$171,032</td>
<td>Reference</td>
<td>Provide telephone and walk-in responses to queries</td>
<td>117,955</td>
<td>$1.45</td>
</tr>
<tr>
<td>$77,461</td>
<td>Reader's Advisory</td>
<td>Provides assistance in selecting reading and other information sources</td>
<td>49,946</td>
<td>$1.65</td>
</tr>
<tr>
<td>$85,480</td>
<td>I & R</td>
<td>Provide information on and referral to community agencies</td>
<td>40,705</td>
<td>$2.10</td>
</tr>
<tr>
<td>TOTAL $333,973 </td>
<td>Adult Services </td>
<td>Make services accessible to all community residents</td>
<td>205,604</td>
<td>x=$1.73</td>
</tr>
</tbody></table>
</span></blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Because costing is explicit, performance budgets are useful in evaluating alternative means of carrying out the same activities. But, this technique does require a high level of accounting detail, time-consuming procedures to determine costs, and the capacity to handle more complex record keeping. Output measures must accurately reflect the key work performed in order to translate accurately into dollar requirements for support. For example, deriving unit cost for bookmobile costs inflates the cost per unit of service and disregards the more important and meaningful statistic in meeting program objectives—namely, the number of people served. In many quarters, these difficulties are combined with skepticism about the impact of performance data in the budget process; there is doubt that the level of effort results in a concomitant level of budgetary benefit. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>The Zero-base budget</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">The Zero-Base Budget (ZBB) is popularly defined as an operating plan through budgeting that requires managers to justify their entire budget in detail from scratch – hence zero-base or cut back management – and to show why they should spend any money at all. This approach requires that all activities are identified in decision packages that are evaluated systematically and ranked in the order of importance (Peter Pyhrr, Zero-Base Budgeting: A Practical Management Tool for Evaluating Expenses, John Wiley, 1973, p. 5-7). </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">Wacht’s presentation of ZBB directs library managers to ask three questions: Should your area of responsibility be abolished? Can its functions be performed at a lower level of activity and remain as productive as last year? If your budget increases next year, will the incremental costs outweigh the incremental benefits? </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">There are four basic steps in ZBB: </span></blockquote>
<ol><li><span style="font-family: "verdana"; font-size: 85%;"><i>Identifying decision unit</i>. Current departments, or major service components like Adult, Young Adult, Children’s, Reference, and Technical Services, are frequently designated as the decision units. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;"><i>Formulating decision packages</i>. A decision package is a document that defines the activities of each decision unit, the activities of each decision unit, so that managers can compare it to other decision units competing for limited resources. Two types of alternatives are considered when formulating decision packages—different ways to perform the same functions and different levels of effort needed to perform the function. The levels are: the minimum necessary to achieve the most important objectives, usually calculated at 50% to 75% of the current level of support; the status quo, or support at the current level; the higher level, which projects an increase.<br /> <br />
A series of questions is put to each of the library’s major services in creating decision packages: How many ways can the library’s objectives be accomplished? Which is the most effective way? What levels of functions and costs are possible? Following this review, the service’s activities are segmented into one of the alternative service levels—minimum, status quo, or increased. </span></li>
<br />
<li><span style="font-family: "verdana"; font-size: 85%;"><i>Ranking decision packages</i>. Ranks are assigned by evaluating the cost of the decision packages and their order of importance in reaching the library’s objectives. </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;"><i>Priority ranking of all decision packages</i>. Following the initial ranking within the departments, the decision packages are forwarded to the appropriate managers, who merge them into a single list of prioritized packages. </span></li>
</ol>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">For example, under ZBB, the program managers within Adult Services would each prepare a decision package and submit it to the head of Adult Services, who would combine them into a budget request such as the one shown in figure 4.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Figure 4: Zero base budget (ZBB) decision package</b></span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Then the head of Adult Services, together with his or her program managers, would rank all the Services’ decision packages and send them to higher management in a prioritized format, such as the one shown in Figure 5.</span></blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Figure 5. Decision Package Ranking</b>
<table bgcolor="" border="0" bordercolor="" width="100%">
<tbody>
<tr>
<td><b>(1) Rank </b></td>
<td><b>(2) PACKAGE NAME<br />Adult Services</b></td>
<td></td><td><b>(3) Cumulative</b></td>
<td></td><td><b>(4) 1988 PROPOSED</b></td>
<td><br /></td>
</tr>
<tr>
<td></td><td></td><td><b>Positions</b></td>
<td><b>Total Expended<br>(excl. cap)</b></td>
<td><b>Change</b></td>
<td><b>Positions</b></td>
<td><b>Total Expended<br>(incl. cap)</b></td>
</tr>
<tr>
<td>1 </td>
<td>Reference</td>
<td>4</td>
<td>171,032</td>
<td>0</td>
<td>4</td>
<td>$171,032</td>
</tr>
<tr>
<td>2</td>
<td>Reader's Advisory</td>
<td>1</td>
<td>77,461</td>
<td>0</td>
<td>1</td>
<td>77,461</td>
</tr>
<tr>
<td>3</td>
<td>I & R</td>
<td>2</td>
<td>85,480</td>
<td>0 </td>
<td>2</td>
<td>85,480</td>
</tr>
<tr>
<td>4 </td>
<td>HAS</td>
<td>0</td>
<td>-</td>
<td>100%</td>
<td>- <br />
5</td>
<td>23,379</td>
</tr>
<tr>
<td>5</td>
<td><br /></td><td><br /></td><td><br /></td><td><br /></td><td><br /></td><td><br /></td>
</tr>
<tr>
<td>6 </td>
<td>TOTAL</td>
<td>7</td>
<td>$333,973</td>
<td>7%</td>
<td>7<br />
<br />
5 </td>
<td>$357,252</td>
</tr>
</tbody></table>
</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
Next, the heads of all the major library programs, together with the library’s top administrators, would look over the entire group of decision packages and reevaluate them to establish a single priority for support for the entire organization.</span> </blockquote>
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<span style="font-family: "verdana"; font-size: 85%;">
ZBB adds priorities to unit cost data, all of which are presented in relation to goals and objectives. This technique calls for setting priorities within the base of the budget as opposed to using an incremental approach. But while prioritizing is appealing to many library managers, its worth is offset by the amount of paperwork required and the difficulty in identifying and justifying each activity. A good deal of time is consumed in documenting programs and in reviewing the documentation.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Which budget is for your library?</b><br />
In retrospect, the four budget types represent a hierarchy of decision-making information, planning, documentation, and record-keeping. The program budget focuses the process on the service aspect of librarianship by linking goals and objectives to fiscal requests. The performance budget adds measures of efficiency or productivity to supply current cost data. ZBB includes the strong points of the first two techniques and calls for priority ranking and the assumption that not all current programs are worthy of continued funding. Each of the three can be turned into a line-item budget with little added effort. If the library must submit a line-item budget to the ultimate funding decision-makers, it can employ any internal format it deems appropriate and then make the necessary translation.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">After careful study, we would conclude all four approaches to budgeting are needed to meet the many requirements of successfully representing the library’s case for support.</span></blockquote>
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</span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-36157932444141965102017-12-18T18:30:00.000-06:002017-12-18T18:33:28.796-06:00Budgets and Budgeting: Part II<span style="font-family: "verdana"; font-size: x-small;">Koenig, Michael. “Budgets and Budgeting: Part II.” <i>Special Libraries</i>, July/August 1977, pp. 234-240.
Budgets and Budgeting
Part II
Michael Koenig
Institute for Scientific Information, Philadelphia Pa 19106</span><br />
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">• Two principal questions are addressed: how to construct a library budget and how to justify that budget. In addition, various techniques for navigating the political shoals surrounding budgets are discussed.</span> </blockquote>
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<span style="font-family: "verdana"; font-size: 85%;">THE first basic questions: How does one put the budget together? How does one arrive at the appropriate figures?</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;"><b>Putting the budget together</b><br>
Use the program budget concept. When you are next faced with the necessity to compile a budget, or better yet, sometime in advance of that necessity, try the concept of program budgeting, break down your operation into the appropriate programs or budgets, then cost out each program and do it without reference to what your present budget is. This process is called “zero base” budgeting. In other words, do not simply start with last year’s budget and modify it, start from scratch. Once these calculations are tempered with the political and financial realities of your organization, they are the basis of a sound budget presentation.<br><br>
<b>Standards</b><br>
The most common approach is to use standards to determine the size of the library budget. Typically, these are standards of library services stated as some function of the community served. The standards need not be official to be useful. For example, what do other libraries supporting similar organizations spend? If published figures are not available, make some phone calls and compile them. Even in an industry like pharmaceuticals where confidentiality of information is a byword, such figures can be easily obtained; in fact, they are maintained by the professional trade association. In the pharmaceutical industry a figure of 3% of the research and development budget is a typical figure for library support. Other industries or other fields will have different norms, probably quite different. Standards will not be pertinent, unless they are derived from institutions similar to your own.<br><br>
Standards, however, even if derived from libraries serving similar institutions, will be approximations only. Different organizations have different internal structures, different philosophies, and different ways of operating. In one company, for example, lab technicians may be expected to do the bulk of the literature searching. Another company may not be so generous with technician support. Thus the library may have to do substantially more literature searching. The function and the service supplied within the institution is similar, but the organizational structure and the budgets of the libraries will be radically different. Standards must be tempered to reflect the role of the library within the higher organization.<br><br>
There are a variety of other standards that one can use. One norm, for example, is one library staff member for each 60-80 active borrowers. Another is that the ratio of clerical to professional staff should range between 1 to 1 and 3 to 1. The best exposition of general standards applicable to special libraries is probably that by Gordon E. Randall entitled “Budgeting for Libraries” (Randall, Gordon E. / Budgeting for Libraries. Special Libraries 67 (1):8-12 (Jan 1976). Such general standards, while typical, may not be applicable to a specific situation. It is useful, however, to know if a library is typical of its type, and if not, why it differs.<br><br>
Most important, however, while standards may be quite useful for estimating your budget preparation, do not count on them to serve as justification. Administrators will probably not find them convincing. In general, your management will probably not be at all interested in standards (except accreditation standards for academic institutions). It is more likely that they will be interested in how well the members of their community think the library is providing service.<br><br>
Build and maintain what might be called an “ammunition file.” When an article appears in a library journal calculating the percentage increase in the costs of serials or monographs, keep that information. When an article (Williams, Gordon et al. / Library Cost Models: Owning versus Borrowing Serial Publications. Office of Science Information Service, National Service Foundation, November 1967. 161 p. (NTIS PB 182304) appears reporting that the Center for Research Libraries has calculated the cost of interlibrary loans versus subscription to a journal, keep that information and cite it when appropriate.<br><br>
<b>The Incremental method</b><br>
One method of constructing and also justifying a budget is what is called the incremental method. First define a basic minimum core level of service which the institution cannot afford to be without. That may be, for example, simply acquiring and processing a certain number of journals and books, making them available for the users, and maintaining some sort of circulation system to monitor their whereabouts. Determine the costs for that minimum core of service. Then define additional tiers of service above that core. For each tier define the new services, the benefits that will be achieved, and the incremental cost of these benefits. Recommend one particular tier as the most cost-effective for the organization and give some justification for your opinion. While the more elaborate the justification the better, involved arguments are not necessary. For example, simply state that up to a specific tier each new tier achieves a major improvement in service with relatively small incremental costs. Show that additional tiers above that point require substantial increases in services. It is wise, however, that your presentation is constructed so that you are not recommending the top tier. Show your administration that you are rejecting some higher priced alternatives.<br><br>
<b>Justifying the budget</b><br>
Now for the second big question, “I’ve got a budget, how do I justify it?” Obviously the points mentioned above for determining the budget are the bulwark of the justification for the budget. There are, however, additional points that you can make.<br><br>
Keep another sort of ammunition file. In it include such things as testimonials from users and examples of specific projects undertaken for your clientele. Ideally, of course, try to document cost savings, i.e., that such and such a search has saved X department tens of thousands of dollars. This is not always possible. At the very least be well armed with examples of what has been done for use when presenting budgetary requests. Do not try to dredge these things up at the last minute. The trick is to treat projects as future examples and to evaluate them when they are completed, or soon enough afterward that the results are still fresh. Quotes that such and such a project saved X many weeks of work, or made the completion of the project within the funding agency’s deadline possible are convincing. This statement may be self-evident. Yet it is often ignored because it seems slightly immodest to ask for accolades. Do not be reluctant, the questions can be asked in relatively objective terms, such as “How effective was the search?” If presented as part of a standard program of feedback and evaluation, users will perceive and accept such questions as the norm.<br><br>
<b>Performance figures</b><br>
As described in performance budgeting, keep performance figures. Know how much it costs you to perform certain functions. Do not expose all those performance costs to the unenlightened whose reactions may be negative. Keep them to be used when it is in your best interests. For example, you can say, “Do you know how much it costs to compile a bibliography for Dr. X,” when questioned about the cost of bibliography compilation or of reference services. (Dr. X is, of course, a rising and productive star in the organization.)<br><br>
<b>Quantification</b><br>
Quantify what you do as much as possible. Obviously it is useful to be able to document an increasing level of circulation or of reference questions answered. Set this information out graphically. A few minutes spent doing histograms or graphs can be time well spent. Keep such diagrams relatively simple however. The point of a histogram or graph is its clarity. A graph made for analysis may look like a road map, but a graph made for presentation should be simple and clear.<br><br>
<b>Fixed versus variable costs</b><br>
A basic concept in accounting is a distinction between fixed costs and variable costs. Variable costs are costs that change with small changes in the volume of production or of operation (services rendered). Fixed costs are those costs that do not change with small changes in the volume of production or of operations. It does not mean an immutable cost. What is a fixed cost in one context is not necessarily a fixed cost in another context in which major changes in operations are contemplated. This distinction is important because it is frequently useful to analyze budgets or proposed operations in terms of fixed costs and variable costs.<br><br>
It is typical of libraries that a high percentage of costs are fixed—principally payroll. This fact can frequently be used to good advantage. It can show, for example, that a 10% reduction in a library budget would have a major effect upon variable costs including such things as the number of journals subscribed to. On the other hand, it can show that a relatively small increase in the library budget could have an equally major effect upon the subscription or other services that the library can purchase. This observation, and a proper display of it, can be useful to argue against a relatively modest budget cut. Although minor somewhere else, it could be debilitating to the library and that, therefore, the organization ought to seek its economies somewhere else. Conversely, it can be used to make significant improvements in the library’s ability to produce a service. Obviously this argument can only be pushed so far—for example, to the point where one has to add or reduce staff. However, in the right context it can be useful.<br><br>
<b>Unchanged performance budget versus proposed budget</b><br>
A useful technique in this era of substantial inflation is to compare the proposed budget with the budget required to continue the present level of service. Be sure to incorporate the necessary expenditure increases to cope with inflation. If you are proposing new services, such a comparison can make the point that a significant portion of the dollar increases results from inflation and that the new services you propose are not nearly so grandiose as the increase in dollars would have it appear. If, on the other hand, you are not so lucky as to be able to propose new services, such a comparison can document that a no growth budget (no growth in the eyes of the administration) is in reality a decrease in library services. Your administration may not be as aware as you are that the prices of journals and monographs is increasing faster than the general rate of inflation. Such a budget comparison can help you make that point more vividly.<br><br>
<b>Related items</b><br>
There are a variety of items that, while not relating directly to the two principal questions discussed, are quite pertinent to budgeting and should be considered.<br><br>
<i>Financial Politics.</i> Be aware of and use the politics in your organization. Politics is defined here in a broad way, including what might be called financial politics. Obviously if you are preparing budgets you know what the fiscal year of your institution is. Make use of that information. Check the political wind, particularly before the end of the fiscal year. In both profit and not-for-profit organizations there may well be situations at the end of the fiscal year in which the treasurer may not be at all adverse to spending money. In profit organizations, for example, present circumstances may be for reasonably good, and the projections for next year not quite so favorable. Therefore, anything that can be spent this year rather than next year will help maintain that appearance of a uniform and consistent rate of growth which companies like to be able to present to the financial public. In not-for-profit organizations it may be that money not expended this year will not be available next year. In addition, insufficient expenditure may be used as an argument for appropriating less money next year. Therefore the surplus ‘needs’ to be spent. In any case, ask questions and be aware of such situations. A purchase that may fill the treasurer with horror this fiscal year may be quite acceptable the next, or vice versa.<br><br>
Similarly of course, the company may be tight on money at the end of the year or may want to cut back on purchases halfway through the year. If you have discretion on when you can make purchases or undertake programs, do it early while you have the money in your budget and before the organization decides to tighten its belt. This applies to such things as the purchase of major indexes and back-year cumulations, and to such things as travel or management development courses which are favorite areas for retrenchment.<br><br>
Take an accountant to lunch. The advice may seem superficial, but it is not. If you are not part of the financial communication channel, you will not be privy to the information that will allow you to operate most effectively. In addition, having a channel to the financial office will make it easier to acquire the figures that you need and assistance in interpreting them. Budget information, with its accruals, transfer changes, distributed labor accounts, burden rates, etc., can be difficult to interpret without a friend at court, and your friendly (only if you make him or her so) local neighbourhood cost accountant can be a godsend.<br><br>
<i>Money versus People.</i> Objectives of course can be accomplished in different ways. One way may be to add new staff, another way may be to put dollars in your budget that can be used to purchase outside services. There are obvious political tradeoffs here, one facet of which is that once you have a person on your staff, the person is there, the slot is there, and it acquires inertia. It is a major decision to cut back or eliminate the slot. For just that reason managers frequently tend to ask for increases to staff when other ways of achieving the same objective are available, for we feel we have achieved a long-term increase in our resources. For precisely that same reason, however, organizations tend to be resistant to hiring new staff. People are long-range commitments, commitments that can be cut back only with difficulty, and frequently with unpleasantness. Conversely, particularly in the case of for-profit organizations, your request for dollars is not likely to meet with such resistance, for the very reason that should the situation change, the faucet can be turned off easily. My personal opinion is that given the choice between asking for people or asking for dollars, one is better off asking for dollars. Granted the dollars are less irrevocable, yet one is far more likely to get what one wants. In fact, one can probably get more resources than if one asks for people. Furthermore, dollars are more flexible. A person only provides so many person-hours per week, but dollars spent on bibliographic on-line searching or dollars spent on information service bureaus can be spent precisely when needed.<br><br>
One reason, but not a valid one, for the preference of librarians to add staff rather than dollars, is perhaps that our profession tends to measure the size of an organization by the size of its staff, not by its dollar budget. The budget of the information center of a major pharmaceutical company, for example, is not unlike the budget of a major university library. The tendency to measure size solely by the number of people directly employed, rather than by dollars, contributes to this myopia and unconsciously prejudices decisions.<br><br>
<i>Make or buy.</i> In general, one should question seriously whether to perform a service that can be bought. If someone is selling a service, it is probably because that person or that organization thinks they can do it more efficiently and effectively by spreading costs over a larger economic base. Frequently they can. In economic terms this is described as the “make or buy” decision. When evaluating the make or buy decision, make sure that one is including all the costs involved in making it oneself.<br><br>
<i>Extra-Organizational Support.</i> Don’t be hesitant about crossing organizational lines to seek extra support. Review what your library does and for whom. Is it providing services for people other than the organizational unit that picks up the tab? If it is, who are those people and what can be done to get some measure of support from them? Frequently in such a situation, if you can demonstrate that you are doing such work, you can get those organizations outside your own to support your operation, at least partially. Frequently that support will not be enough to completely cover the costs. Any degree of extra support, however, makes your budgetary life that much easier, not only because you have eased the load on your own organization but because you have demonstrated that you are cognizant of where your services are going and that you have the initiative and the fiscal intelligence and responsibility to seek appropriate additional support.<br><br>
<i>Library Committee/Customer Support.</i> If you have a library committee or any sort of advisory committee, use it. If you do not have one, consider one. Consider carefully the people who will be on that committee. Do not necessarily go for the biggest and the most prestigious names. They may not have the time or the inclination. Do, however, deliberately try to pick the rising stars and the opinion leaders within your users. Not only are such people useful now, but they may be of major importance in a few years.<br><br>
<i>What are you being charged for?</i> Be aware of what you are being charged for. For example, an overhead allocation may be based simply on the number of square feet that one’s department occupies. You may be able to point out that while that probably adequately represents the heating expenses for the library, it may substantially overcharge the library for telephone services or other support services such as janitorial services. Even though it may be suboptimal for the Accounting Department to change its method of allocation, you will at least be in the position of being able to explain why the allocation is so high and that, in fact, it overestimates the true cost of the library’s support services.<br><br>
<i>Controllable versus Non-Controllable.</i> Along the same lines, make a distinction in your budget between controllable items and uncontrollable. For example, ‘books and subscriptions’ is a budget item that you control. The amount that you get charged by Data Processing, or for overhead, or distributed labor from other departments is probably an uncontrollable expense. Be aware of any of these uncontrollable items exceeding the budget estimate, and be prepared to point out that these are not items under your control. Divide your budget into two parts: a controllable part and an uncontrollable part. Then you will be in a position to demonstrate that the controllable part of your budget is in fact under control. If the data processing manager underestimated the effect of the new on-line systems upon his system throughput and has had to order four new disc drives whose costs have to be passed along to the customer, do not allow that happenstance to make it look as though you are going over budget. That is the DP Department’s problem, not yours. As an aside, when preparing a budget do not just extrapolate from last year’s charges for uncontrollable items. Get estimates from the DP manager, from the accountant, or whomever, as to what these items will be so that if something as described above happens, you cannot be accused of underestimating and underbudgeting.<br><br>
<i>Adhering to Budget.</i> Know what the procedures in your organization are for adhering to budgets. In most for-profit organizations rigid adherence to the line items in your budget is not terribly important. What is important is whether you are staying within the overall envelope. Do, however, document why you are deviating. If your company has a budget updating cycle, request changes. Make sure that you and your boss have an understanding—whether that is a private understanding or whether it is a company policy—as to how the budget should be adhered to. Does he or she want to know of every minor deviation or is it acceptable to remain within the envelope? In governmental organizations, adherence to the line items of a budget is typically more rigid; modifications and exceptions typically have to be justified and approved. Do not hesitate, however, to go through the processes. Budgets should never be gospel. A budget is a planning tool and only a fool expects the world to stand still for a year. Do not be afraid to request budget changes. It is not an admission of poor planning or poor budgeting. Requests for budget changes, if done in a timely and well thought out fashion, can instead be an indication that you are staying on top of the situation and that you are maintaining your plans and your operations in as up-to-date a fashion as possible.<br><br>
<b>Confidence level</b><br>
A major problem that we librarians face is the image that we have in the eyes of our managers or directors. Frequently we are perceived as professionals who know our field but who possess neither a realistic business sense nor financial acumen. This perception is frequently a serious constraint upon the librarian’s ability to adequately and efficiently perform the job. The budget is the ideal vehicle to dispel this conception and to build your superior’s confidence in your financial common sense. Demonstrate that you have in fact evaluated all alternatives. Demonstrate that you know that things cannot be justified on the basis of what has already been spent. Demonstrate that you know the conception of sunk cost and opportunity cost. As librarians, you are familiar with the concept of the invisible college. The easiest way to deal with programmers, for example, is to be a programmer, to be a member of that invisible college oneself. The next best, however, is to be able to speak the language. If one can demonstrate a familiarity with the field, then one will be accepted as at least an associate member. The same thing is true in dealing with those who will review and pass upon the library budgets. The community is not so clearly defined but there is obviously the same sort of sociological phenomenon working with managers, treasurers, directors, and administrators. If you can speak the language, and if you can demonstrate through your budget preparation that you are cognizant of the basic concepts of cost analysis and budgetary thinking, then you will have gone a long way toward establishing that confidence level. The budget will have been far more than just a delineation of what will be spent. </span></blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;"><b>Bibliography</b><br>
Tudor Dean / The Special Library Budget. <i>Special Libraries</i> 63 (11):517-522 (Nov. 1972).<br><br>
Kramer, Joseph / How to Survive in Industry—Cost Justifying Library Services. <i>Special Libraries</i> 62 (11):487-489 (Nov. 1971)<br><br>
Lyden, Fremont J. and Ernest G. Miller / <i>Planning, Programming, Budgeting—A Systems Approach to Management</i>. Chicago, Markham, 1967.<br><br>
Keller, John E. / Program Budgeting and Cost Benefit Analysis in Libraries. <i>College and Research Libraries</i> 156-160 (Mar 30, 1969).<br><br>
Fazar, W. / Program Planning and Budgeting Theory. <i>Special Libraries</i> 60 (7):423-433 (Sep 1969).<br><br>
Michael Koenig is director of library operations, Institute for Scientific Information, Philadelphia, Pa.
</span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-62296346151397035782017-12-11T19:04:00.000-06:002017-12-11T19:04:11.847-06:00The Library as a profit center<span style="font-family: "verdana"; font-size: x-small;">Tweed, Stephen C.“The Library as a Profit Center” <i>Special Libraries</i>, October 1984, pp. 270-274. </span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">The Library as a Profit Center </span><br />
<span style="font-family: "verdana"; font-size: 85%;">Stephen C. Tweed </span><br />
<span style="font-family: "verdana"; font-size: 85%;">Tweed Corporation, Oil City, Pa. </span><br />
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">The article is an excerpt from a presentation of the same title given by the author at the Fall Conference of the Texas State Chapter, Special Libraries Association, held in Dallas, September 16, 1983.</span> </blockquote>
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<span style="font-family: "verdana"; font-size: 85%;">
• Special libraries and information centers can increase their effectiveness by changing the way they are seen by the organizations they serve. Two ways that perceptions can be changed are: to change the methods used to account for the library financially; to change the way services are provided to better meet the users’ needs. Seven steps for increasing the real and perceived value of the library to the organization are proposed.</span> </blockquote>
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<span style="font-family: "verdana"; font-size: 85%;">Any individual or organization that provides some product or service in exchange for something of equal value – usually money – constitutes a business. Special librarians are in the business of providing information services in exchange for the money in their department’s operating budget. Compensation is received for the services the librarian / information manager personally provides: salary, benefits, working, conditions, and job security.</span> </blockquote>
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<span style="font-family: "verdana"; font-size: 85%;">
In order to increase the budget or raise the library manager’s compensation, both the <i>real</i> and the <i>perceived</i> value of the services provided must be improved.</span> </blockquote>
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<span style="font-family: "verdana"; font-size: 85%;"><b>
Tracking financial performance
</b><br />There are five basic methods of tracking the financial performance of the library. One is to show how it contributes to costs; the other four are methods that demonstrate how the library contributes to the profits of the organization.</span> </blockquote>
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<span style="font-family: "verdana"; font-size: 85%;">
Most special libraries operate as cost centers; that is, every year a budget is prepared to include direct labor and material costs, and perhaps also fixed costs for the operation of the library. The budget is approved, and these funds are charged to the administrative expenses of the organization—in accounting, terms, “burden” or “overhead.”</span> </blockquote>
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<span style="font-family: "verdana"; font-size: 85%;">
When top executives review financial performance, one of the things they look at is expenses. If the library chronically has trouble getting the funding it needs and deserves to provide good service, it is probably because management views it as a “burden.” Yet, by changing how the library is perceived by the organization, it can change its value.</span> </blockquote>
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<span style="font-family: "verdana"; font-size: 85%;"><b>True profit center</b><br />
The special library that operates as a true profit center is identified as a profit making segment of a business. It sells its services outside the company and is held accountable for its financial performance just as any other division would be. Revenues are generated by selling products and services. In most cases, the true profit center no longer serves as the internal service for the company.<br /><br />
An example of a true profit center would be a special library that establishes a computer database. Once the database comes into such demand that the company sees an opportunity by selling data services, the database is set up as a separate business unit.<br /><br />
Going one step beyond the true profit center, many library managers are deciding that they have had enough of corporate life and are leaving their organizations to start their own consulting and information service operation. These businesses range from one-person shops operating out of a spare bedroom, to large firms with many employees providing a multitude of services. Although risks are involved, many former librarians have found satisfaction in putting their skills to work for personal success and profit.<br /><br />
<b>Protected profit center</b><br />
The protected profit center is a special library that exists primarily to serve the needs of its own organization. However, this library offers some services which are in demand outside the company. Thus, the protected profit center begins to sell services on a limited basis. The profits from outside sales are put back into the operating budget of the library. While the library is not expected to show a profit at the end of the year, a sizable number of dollars is earned to offset operating expenses.<br /> <br />
For example: the engineering records library of a major equipment manufacturer began receiving requests for information from the company’s customers. At first, it offered the information at no charge as an added customer service. As demand grew, more staff and equipment were required. The library director started to charge a fee for the service and found that clients did not mind paying for this valuable service. The director began to promote the services of the library to clients through the company’s sales force. Soon, he was recovering 45% of his operating budget through sales to customers. His boss was thrilled, and he got more money for staff, equipment and materials. <br /> <br />
The advantages of the protected profit center are that additional funds can be generated that are not charged to administrative costs. Also, the library can provide a valuable service to the organization’s clients, for which they are willing to pay. <br /> <br />
The disadvantage is that it is easy to get caught up in the excitement of earning money; one may lose sight of the real client – the organization’s own users. <br /> <br />
<b>Self-sufficient cost center</b><br />
The self-sufficient cost center operates on a charge-back system. All services are charged back to the using department or division as they are used. The library has an objective to recover all or part of its operating budget.<br /> <br />
An example of a self-sufficient cost center might be a library serving a company that is heavily oriented toward research and development. Each research project manager allocates money in his or her budget for information services. As the services are provided, the library charges the project account. At the end of the year, the library expense budget shows only a small portion of the actual cost of information services. In some instances, the net library account might equal zero, meaning that every dollar spent by the library was charged back to users. </span> </blockquote>
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<span style="font-family: "verdana"; font-size: 85%;">
At one chemical company, the manager of information services reported he was able to charge back $1,1179,485 of his $1,189,000 budget. By setting up this charge-back system, he learned that 85% of his business was from research and development, and 15% from the rest of the company. <br /> <br />
The advantage of the self-sufficient cost center is that operating expenses show up as part of the cost of doing R&D, and not as an item of “burden” under administrative expenses. The disadvantage is that spending may be tied to how much the library takes in. If there is not an active clientele willing to pay for information services, the library may be limited in its ability to expand. There is also the danger that potential users will go elsewhere if they can purchase the same services for less.
<br /><br /><b>Cost-justified center</b><br />
The cost-justified center operates on its own budget, provided by top management from administrative expenses. Requests for services are recorded, and a dollar value is placed on them. Each year, the library has an objective to achieve a set level of savings or value recognized. Usually this value is some multiple of actual costs.<br /><br />
Example: A company has a very active cost-saving program. Project teams explore ways to take cost out of the manufacturing process without sacrificing quality. Frequently, members of project teams come to the corporate library for assistance. By assigning a portion of the savings from a cost-improvement project to the efforts of the librarian, they demonstrated the value of library services. In this example, the librarian was able to get credit for several hundred thousand dollars in cost savings—an amount equivalent to three times the library’s operating budget (and this does not even include all of the services that were provided but could not be documented and cost justified).<br /><br />
Since cost savings go directly into corporate profits, it is relatively easy to demonstrate the value of the corporate library without getting involved in a lot of money transfers. The disadvantage of the cost-justified center is that the justification is based on an assumption about the portion of savings or recognized value that results from the services of the library. If that assumption cannot be easily validated or reasonably supported, it may be challenged later by some bright executive with a sharp pencil. <br /> <br />
There are many ways to generate revenue or justify expenses. It is clear that top executives respond to managers who demonstrate the ability to run a sound business operation that contributes to bottom line results in a measurable way. It is not important which model profit center one selects; what is important is that the library’s money-making potential is clearly understood by the top executives who making the decisions that affect its future. For those things top executives best understand things they can count—in dollars and cents. <br /><br />
<b>The concept of the enthusiastic customer</b><br />
Successful business people recognize that there are three types of customers: satisfied, dissatisfied and enthusiastic.<br /><br />
A satisfied customer is one who got exactly what was expected from a product or service; a dissatisfied customer believes that he or she received less than what was expected; and an enthusiastic customer is one who got more than was expected.<br /><br />
Without question, the best way to promote a business is through word-of-mouth advertising—having enthusiastic customers tell other people what a great job the library did for them. One firm in the hospitality industry discovered an interesting piece of information about its customers: the dissatisfied ones each told an average of ten people about their bad experiences, yet the enthusiastic customers were likely to tell only three other people. Based on this example, one would need 3.3 enthusiastic customers for every dissatisfied one just to break even.<br /><br />
Dissatisfied customers have two possible choices of action. One is to come and complain. Complaining customers are easy to deal with—the author discusses this in a seminar called “Techniques for Communicating with the Upset Public.” The second choice is to stop using the service or to purchase it elsewhere. Customers who follow this option are the difficult ones to deal with. You often don’t know that they are unhappy; they just don’t come back.<br /><br />
<b>Business strategy</b><br />
Developing a business strategy is a process that involves taking an in-depth look at where you are now, and where you want to be at some clearly defined point in the future. Consider, also, what must be done to get there, and the forces that will help or hinder the effort. <br /><br />
Begin by asking four strategic questions: </span></blockquote>
<ol>
<li><span style="font-family: "verdana"; font-size: 85%;">What is your business?</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Who are your clients? </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">What do they expect and</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">How can you give them more than they expect. </span></li>
</ol>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">
Consider what would happen if the library’s services were no longer available. Many businesses take their existence for granted. They assume they are so important that their customers cannot do without them. Yet, many established firms have, in fact, gone under, and others have quickly stepped in to fill the breach. <br /><br />
A special library has three types of customers: consumers, clients and sponsors. The consumer is the one who actually uses the information you provide; the client recognizes the need for information and makes arrangements to get it; while the sponsor is the one who ultimately approves payment. Sometimes, the consumer, client and sponsor are three separate individuals; at other times, they are one. The key is to identify all three. <br /><br />
For example, the president of the company requests the corporate librarian to gather information on a company that has just introduced a competing product. In this instance, the president is consumer, client and sponsor. In another situation, the president has directed a cost-improvement project to make certain recommendations. The team needs some information and the coordinator comes to the library with the request. The library’s budget is approved by the vice president for administration. Here, consumer, client and sponsor are three separate people. <br /><br />
What do customers expect? To find out, observe their reactions to the service the library does for them. Ask them what they like and don’t like about the service. <i>In Search of Excellence</i>, by Peters and Waterman, devotes a whole chapter to being “Close to the Customer.”<br /><br />
In order to give customers as much and more than they expect, one must meet their basic needs, get the information to the right person at the right time, and then, go a little further—give a little extra information, a little better service, a little better price, and give it sooner than promised.<br /><br />
It does not take any more time or energy to be cheerful and friendly than it does to be dull and uninteresting. The most powerful “extras” are those things that help to develop rapport with customers. A relationship based on comfort, trust and confidence is the best way to gain an enthusiastic customer.<br /><br />
Generally, there are two contrasting library strategies. One is called “dusting the books.” This is used by the corporate librarian whose image is projected as being isolated from users needs and more concerned with maintaining the collection. When users come to the library for information, they get the impression they are interfering with the librarian’s work. Most librarians hate this image, but they allow it to exist.<br /><br />
Then there is the “Disneyland” strategy. Following the wisdom of the late Walt Disney, this librarian defines the unique factor that makes the library different and attracts users. The librarian demonstrates and flaunts this service, making certain that it receives good word-of-mouth publicity from enthusiastic users—hopefully, all the way to the board of directors. This unique factor is never taken for granted. And the librarian is always bright, cheerful and optimistic, treating users like Guests, with a capital G.
To increase both the library’s <i>real</i> and <i>perceived</i> value to the organization, follow these seven steps:</span></blockquote>
<ol>
<li><span style="font-family: "verdana"; font-size: 85%;">Define your business</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Identify your customers (consumers, clients, sponsors)</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Determine what they expect from you</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Find out how they will pay for it</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Select the right “profit center” for you </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Develop a business strategy </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Give customers more than they expect—with a smile! </span></li>
</ol>
<span style="font-family: "verdana"; font-size: 85%;"></span><br />
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">The result will be a greater number of enthusiastic customers and greater recognition from management for the library’s contributions to the organization.</span></blockquote>
<span style="font-family: "verdana"; font-size: x-small;"><i>
Received for review Feb. 13, 1984. Manuscript accepted for publication June 19, 1984.</i> </span><br />
<span style="font-family: "verdana"; font-size: x-small;"><b><br /></b></span>
<span style="font-family: "verdana"; font-size: x-small;"><b>Stephen C. Tweed is president of Tweed Corporation, in Oil City, Pennsylvania, a management consulting firm specializing in business strategy and customer service. </b></span><br />
<span style="font-family: "verdana"; font-size: x-small;"><b><br /></b></span>
<span style="font-family: "verdana"; font-size: x-small;"><b>Bibliography</b> </span><br />
<span style="font-family: "verdana"; font-size: x-small;">Considine, Ray, and Raphael, Murray / <i>The Great Brain Robbery</i>, Los Angeles, Calif., Rosebud Books, 1980. </span><br />
<span style="font-family: "verdana"; font-size: x-small;"><br /></span>
<span style="font-family: "verdana"; font-size: x-small;">Gibson, Larry / “After the Budget Freeze,” <i>Training and Development Journal</i>: 104-106. (Sept. 1980) </span><br />
<span style="font-family: "verdana"; font-size: x-small;"><br /></span>
<span style="font-family: "verdana"; font-size: x-small;">Girard, Joe / <i>How to Sell Anything to Anybody</i>. New York, Warner Brothers, 1979. </span><br />
<span style="font-family: "verdana"; font-size: x-small;"><br /></span>
<span style="font-family: "verdana"; font-size: x-small;">Nadler, Len / “What is Your Financial I.Q.?” <i>Training and Development Journal</i>: 64-68 (Oct. 1980). </span><br />
<span style="font-family: "verdana"; font-size: x-small;"><br /></span>
<span style="font-family: "verdana"; font-size: x-small;">Owens, Frederick H. / “From Library to Information Service.” <i>CHEMTECH</i>: 464-468 (Aug. 1983). </span><br />
<span style="font-family: "verdana"; font-size: x-small;"><br /></span>
<span style="font-family: "verdana"; font-size: x-small;">Peters, Thomas J., and Waterman, Robert H. / <i>In Search of Excellence: Lessons from America’s Best-run Companies</i>. New York, Harper & Row, 1982. </span><br />
<span style="font-family: "verdana"; font-size: x-small;"><br /></span>
<span style="font-family: "verdana"; font-size: x-small;">Shook, Robert L. / <i>Ten Greatest Salespersons</i>. New York, Harper & Row, 1978.</span><br />
<span style="font-family: "verdana"; font-size: x-small;"><br /></span>
<span style="font-family: "verdana"; font-size: x-small;">Thomas, Bob / <i>Walt Disney, An American Original.</i> New York, Simon & Schuster, 1980. </span><br />
<span style="font-family: "verdana"; font-size: x-small;"><br /></span>
<span style="font-family: "verdana"; font-size: x-small;">Tregoe, Benjamin B., and Zimmerman, John W. <i>Top Management Strategy</i>. New York, Simon & Schuster, 1980. </span><br />
<span style="font-family: "verdana"; font-size: x-small;"><br /></span>
<span style="font-family: "verdana"; font-size: x-small;">Tweed, Stephen C. <i>Techniques for Communicating with the Upset Public</i>. Oil City, Pa., Park Avenue Press, 1982. </span><br />
<span style="font-family: "verdana"; font-size: x-small;"><br /></span>
<span style="font-family: "verdana"; font-size: x-small;">Tweed, Stephen C. / “How to Turn Your Training Department Into a Profit Center,” (cassette tape). Washington D.C., American Society for Training and Development, 1983 National Conference.</span>Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-43052554969820747792017-12-04T18:00:00.000-06:002017-12-04T18:00:43.689-06:00Write Procedures That Work<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">WE WRITE PROCEDURES because we want people to follow them. Unfortunately, many procedures are so poorly written that no one can follow them. A classic case of a poorly worded, overly condensed instruction is this puzzling sign, placed next to the elevators in a high-rise building:</span> </blockquote>
<blockquote>
<div style="text-align: center;">
<span style="font-family: "verdana"; font-size: 85%;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDnO95TcrkF1NN-AGf5E57BIaz4ZBrYqtaaL6zjalJRXHqB6Cgakt9AmN3HGrVpuATVQt8q-BJX0o0xg0ZcMIMTlyZS8dIdhuNZZviCe_UlWqffYkJ_IAhyphenhyphenNK1i3liwEQjVFJd1CnD5E0/s1600/puzzlingsign.jpg" imageanchor="1"><img border="0" data-original-height="176" data-original-width="390" height="144" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDnO95TcrkF1NN-AGf5E57BIaz4ZBrYqtaaL6zjalJRXHqB6Cgakt9AmN3HGrVpuATVQt8q-BJX0o0xg0ZcMIMTlyZS8dIdhuNZZviCe_UlWqffYkJ_IAhyphenhyphenNK1i3liwEQjVFJd1CnD5E0/s320/puzzlingsign.jpg" width="320" /></a>
</span></div>
</blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Some thought this is a magic formula, others thought that the elevator did not stop at every floor. In reality, this “simple” instruction meant to suggest that if those did not have far to go should take the stairs rather than tie up the elevator. </span><span style="font-size: x-small;"><span style="font-family: "verdana"; font-size: 85%;">(Chapanis, Alphonse, “Words, Words, Words,” Human Factors, No. 7, 1965, p. 1-17)</span> </span></blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Written procedures are a necessary part of library work. Complex operations must be performed by a variety of workers, many of whom are part time. Rapid turnover of part-time workers means that the training of new employees can take up a great deal of time.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
Library literature does not give guidance for the constantly recurring task of writing procedures manuals. However, there are professionals who make a career of this kind of writing and we can borrow some of their principles to make library procedures more useful.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Words are primary</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">The tools of written communication are words, illustrations, typography and format. Librarians may be particularly prone to rely on words alone and need to be aware of the importance of illustrations and typography/format.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Nevertheless, words do come first. The terminology and vocabulary used in procedure writing should be consistent. This is not the place for creativity or the use of synonyms. Terms should be consistent not only within a set of instructions but with regard to labels on equipment and supplies referred to within the text.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">State instructions in the shortest, simplest words possible so that they can be understood by all users. One writer confused his audience with “WARNING: The batteries in the AN/MSQ-55 could be a lethal source of electrical power under certain conditions.” The men using the equipment had written the words “LOOK OUT! THIS CAN KILL YOU!” on a piece of paper and placed it right next to the equipment.</span><span style="font-family: "verdana"; font-size: x-small;"> (Chapanis)</span><span style="font-family: "verdana"; font-size: 85%;"> The simplest words are best. For example:</span></blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><align centre=""><table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td><b>PREFER</b></td>
<td><b>TO</b></td>
</tr>
<tr>
<td>show</td>
<td>demonstrate</td>
</tr>
<tr>
<td>try</td>
<td>endeavour</td>
</tr>
<tr>
<td>use</td>
<td>utilize</td>
</tr>
<tr>
<td>now</td>
<td>at this point of time</td>
</tr>
<tr>
<td>can</td>
<td>will be able to </td></tr>
</tbody></table>
</align>
</span></blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Although you should use the terminology appropriate to your discipline, avoid unnecessary jargon. Define the terms you use if they are not commonly known.<br /><br />
Use positive language. Negative statements frequently require interpretation and mental rephrasing. “Do not leave lights on at night” is less clear than “Turn off lights when you leave.” Save your negatives for warnings.<br /><br />
Indirect orders are also difficult to interpret. Figure 1 shows the contrast between a procedure written in indirect order and then in direct order.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj13pEhtPEp7TTMz1hmFQ1vXUh0HcETE-lH5h1wuPrKijH3e4qpnnwAhvtPNaN0bQKGZM2BuLSCmHMgVDgI1XpMrzfXnaQ1jlHZMFUjFLk_kSeKvFp_eokkkZEnfHivtBu4goy80Phyphenhyphen5N0/s1600/figure1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="354" data-original-width="594" height="237" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj13pEhtPEp7TTMz1hmFQ1vXUh0HcETE-lH5h1wuPrKijH3e4qpnnwAhvtPNaN0bQKGZM2BuLSCmHMgVDgI1XpMrzfXnaQ1jlHZMFUjFLk_kSeKvFp_eokkkZEnfHivtBu4goy80Phyphenhyphen5N0/s400/figure1.jpg" width="400" /></a></div>
<br />
<span style="font-family: "verdana"; font-size: 85%;">Use simple, direct sentence structure. Procedures are written in second person imperative voice. This means that they are commands, not suggestions. Often procedures include the word “should”. This unnecessary word involves the use of a phrase that lengthens and clutters the procedure. Compare the two phrases in Figure 2.</span></blockquote>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVlaf1oJK7HjvoaKMui7TF8cZA6E6bfwBmhiGxGm6OI6b-KqIR2ebu-XgBTxEZi5_ExJ7akqgkCsPDDm4geZRp8DFkQ_MCiaMhp39X6-_JqH0z7Cjjw-qBTKD7RW08MGmrBVROvgrpnhc/s1600/figure2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="316" data-original-width="592" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVlaf1oJK7HjvoaKMui7TF8cZA6E6bfwBmhiGxGm6OI6b-KqIR2ebu-XgBTxEZi5_ExJ7akqgkCsPDDm4geZRp8DFkQ_MCiaMhp39X6-_JqH0z7Cjjw-qBTKD7RW08MGmrBVROvgrpnhc/s400/figure2.jpg" width="400" /></a></div>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Often unnecessary words have also been eliminated in the second phrase. The “you” is implied, not stated. A symbol for “Return” is used consistently throughout and explained at the beginning of the procedure.<br /><br />
<b>A picture is worth…</b><br />
Illustrations and examples can replace or amplify words, but are seldom seen in library procedures. As people have become more visually oriented, they may be able to understand a procedure better from a line drawing, a photograph, a flow chart, or a screen simulation </span><span style="font-family: "verdana"; font-size: x-small;">(Southard, Sherry G. “Usable Instructions Based on Research and Theory: Part 1,” Technical Communications, No. 35, 1988, p. 173-178.)</span><span style="font-family: "verdana"; font-size: 85%;">. It is much easier to provide a printout of an OCLC serials record, with the pertinent fields labeled, than it is to try to explain what one looks like. Good examples of this type of illustration can be seen in reference books, where a sample citation is provided.<br /><br />
All figures, tables, graphs, and illustrations used should be labeled and referenced in the text. Any of these used for more than one operation can be produced once and referenced. However, it is always better to have illustrations as close to the relevant text as possible and to repeat them wherever needed </span><span style="font-family: "verdana"; font-size: x-small;">(Walton, Thomas F. Technical Writing and Administration. McGraw, 1968)</span><span style="font-family: "verdana"; font-size: 85%;">.<br /><br />
<b>Creating a visual effect</b><br />
An element of procedures fully as important as words and sentence structure is format and typography. Formatting and typography create a visual effect and make employees willing, even eager, to use procedures. </span><span style="font-family: "verdana"; font-size: x-small;">(Southard, Sherry G. “Practical Considerations in Formatting Manuals,” Technical Communications, No. 35, 1988, p. 173-178)</span><span style="font-family: "verdana"; font-size: 85%;"><br /><br />
When referring to format, the term “white space” is frequently used. Both vertical (indentation) and horizontal (space between steps) white space is of the greatest importance. Frequently, procedures written in libraries with tight budgets attempt to save paper by eliminating the use of white space. If procedures are produced that are not used, not only is the paper and ribbon used to produce them wasted, the time of the writer is wasted as well. Moreover, the nonuse of procedures may result in errors by the employee, an even graver waste of funds.<br /><br />
White space indicates where ideas begin and end. It gives an opportunity to rest the eyes and brain. It provides space to write, take notes, and draw sketches. Vertical white space indicates organization and subordination. Research indicates that all these elements make a procedure easier to understand and use. </span><span style="font-family: "verdana"; font-size: x-small;">(Southard, Sherry G. “Practical Considerations in Formatting Manuals,” Technical Communications, No. 35, 1988, p. 173-178)</span><span style="font-family: "verdana"; font-size: 85%;">.<br /><br />
Most procedures writers use numbering, but subordinate numbering can be used to greater effect, providing spatial location cues. This can affect the ability to return to information. </span><span style="font-family: "verdana"; font-size: x-small;">(Frase, Lawrence T. & Barry J. Schwartz, “Typographical Cues That Facilitate Comprehension,” Journal of Educational Psychology, Vol. 71, No. 2, 1979, p. 197-206.)</span><span style="font-family: "verdana"; font-size: 85%;"> At the lowest level of subordination, bullets can be used with good effect.<br /><br />
Another spatial location cue is headings. These should be brief but descriptive. Good use of headings enables the user to skip the material not needed. It should be possible to scan the headings and see what is being accomplished by the procedure.</span><span style="font-family: "verdana"; font-size: x-small;"> (Walton)</span><span style="font-family: "verdana"; font-size: 85%;"><br /><br />
As with vocabulary, consistency is important in format. Headings, indentations, and other visual cues should mean the same thing whenever they are used. Segmentation of text into meaningful components affect both initial understanding and recall, but inefficient formats embody few cues to the meaningful components of a text. </span><span style="font-family: "verdana"; font-size: x-small;">(Frase & Schwartz.)</span><span style="font-family: "verdana"; font-size: 85%;"><br /><br />
Compare the examples in Figure 3 and Figure 4. Both give the same information, the first in a format typically used in library procedures. In the second, white space, subordinate numbering, and headings are used to give visual cues. A list of materials needed is supplied at the beginning and an illustration is included.</span></blockquote>
<div style="text-align: center;">
<span style="font-family: "verdana"; font-size: 85%;">
<b>Figure 3<br />
Receiving Books from a Major Vendor</b><br />
</span><br />
<ol><span style="font-family: "verdana"; font-size: 85%;">
<li>Open the box and remove the invoice. The books will be listed on the invoice in alphabetical order by title. Remove each book and check it against the order slip. The following items should match exactly: author, title, publisher, edition, year. If these items do not match, set the books aside for your supervisor. Highlight on the order slip the nonmatching items.</li>
<br />
<li>If everything matches, stamp on the back of the order slip the date received and place the order slip in back of the title page so that the end with the purchase order number on it is visible.</li>
<br />
<li>Find the title on the invoice. Check that the purchase order number is the same and the price is the same or less than the amount on the purchase order.</li>
<br />
<li>If there is a typographical error in the purchase order number on the invoice, cross it out and write in the correct number. If the number is completely different, set the book aside for your supervisor.</li>
<br />
<li>If the price on the invoice is higher than the price on the purchase order, look to see if there is a price authorization card in the book. Attach it to the invoice.</li>
<br />
<li>If there is no price authorization card, refer to the chart of acceptable price increases taped to the receiving table. If the price increase falls within the acceptable range, proceed to the next step. If it does not, set the book aside for your supervisor.</li>
</span></ol>
<span style="font-family: "verdana"; font-size: 85%;">
<b>Figure 4<br />
Receiving Books from a Major Vendor<br />
</b>
</span><br />
<div style="text-align: center;">
<span style="font-family: "verdana"; font-size: 85%;"><b>Materials needed</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">Empty book truck</span><br />
<span style="font-family: "verdana"; font-size: 85%;">Box opener</span><br />
<span style="font-family: "verdana"; font-size: 85%;">Date stamp on today's date</span><br />
<span style="font-family: "verdana"; font-size: 85%;">Stamp pad</span><br />
<span style="font-family: "verdana"; font-size: 85%;">Pencil</span><br />
<span style="font-family: "verdana"; font-size: 85%;">Post-it note pad</span><br />
<span style="font-family: "verdana"; font-size: 85%;">Highlighter</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<br />
<div style="text-align: center;">
<span style="font-family: "verdana"; font-size: 85%;"><b>PROCEDURE</b></span></div>
<span style="font-family: "verdana"; font-size: 85%;"><b><br /></b>
1. Open box, remove invoice, and set aside. An order slip will be inside each book at the title page.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">2. Remove each book and check it against the order slip and the invoice.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">a. Compare the book to the information on the order slip of the book. The following items should match exactly (see Figure 1).</span><br />
<span style="font-family: "verdana"; font-size: 85%;">* Author</span><br />
<span style="font-family: "verdana"; font-size: 85%;">* Title</span><br />
<span style="font-family: "verdana"; font-size: 85%;">* Publisher</span><br />
<span style="font-family: "verdana"; font-size: 85%;">* Edition</span><br />
<span style="font-family: "verdana"; font-size: 85%;">* Year</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">** If these items do not match, set the book aside for your supervisor. Highlight on the order slip the nonmatching items.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">b. Turn the order slip over as if it were a check, and stamp the date at the top where you would endorse the check.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">c. Place the order slip in the back of the title page so that the end with the purchase order on it is visible.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">d. Titles are listed on the invoice alphabetically. Find the title on the invoice. Check that</span><br />
<span style="font-family: "verdana"; font-size: 85%;">* the Purchase Order Number is the same</span><br />
<span style="font-family: "verdana"; font-size: 85%;">* the price is the same or less than the amount on the purchase order</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">* If there is a typographical error in the purchase order number on the invoice, cross it out and write in the correct number. If the number is completely different, set the book aside for your supervisor. Attach a Post-it™ note explaining the problem.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">* If the price on the invoice is higher than the price on the purchase order, look to see if there is a price increase authorization card in the book. Attach it to the invoice.</span><br />
<span style="font-family: "verdana"; font-size: 85%;"><br /></span>
<span style="font-family: "verdana"; font-size: 85%;">* If there is no price authorization card, refer to the chart of acceptable price increases taped to the receiving table. If the price increase falls within the acceptable range, proceed to the next step. If it does not, set the book aside for your supervisor.</span></div>
</div>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>Typographical reinforcement</b></span><br />
<span style="font-family: "verdana"; font-size: 85%;">Procedures can be made even more usable by the effective use of typographical aids such as capital letters, underlining, boldface, and italics. These techniques direct attention to especially important information, such as warnings, or new terms used for the first time. It is important to remember that the overuse of such techniques “produces instructions in which nothing seems important or distinct, and using too many different techniques produces documents that look cluttered. Inconsistent use of highlighting confuses readers.” </span><span style="font-family: "verdana"; font-size: x-small;">(Southard, “Practical Considerations…”)</span><span style="font-family: "verdana"; font-size: 85%;"> Capitalization is effective when limited to two or three words. Longer text in all caps is difficult to read because the uniform shape of the words give no typographical cues. Similarly, long passages that are underlined or in italics are difficult to read.<br /><br />
A final visual aid that can be used to good effect is a box. A box is most effective when used for a caution or warning. In library work, we do not often have procedures to follow that are physically dangerous, but staff these days often are in a position to damage or line files. If boxes are used exclusively for warnings and cautions, they are more likely to be noticed and heeded.<br /><br />Legibility in procedures is of the greatest importance. Once you have used appropriate vocabulary and syntax, paid attention to formatting and typographical aids, and added visuals aids, complete the job by using a good printer and new ribbon.<br /><br /><b>Remember your audience</b><br />If a procedure is to be used in training new employees, it is most useful to write the procedure for problem-free application. If 95 percent of the patrons at the circulation desk will have current IDs that entitle them to check out books, and 95 percent of the books will have circulation cards in them, write the procedure for those times when things will go as they should. Write an addendum that lists common problems that will arise and how to deal with them.<br /><br />For problems that occur infrequently, or that require decision-making at the policy level, simply instruct the employee to consult a supervisor. Too many procedures try to outline the steps to be followed in every remote eventuality. They become so long and convoluted that it seems impossible to find the steps to follow in a routine situation.<br /><br />For example, staff doing copy cataloging should not have to wade through masses of material intended for staff and librarians responsible for complex editing of substandard records and original cataloguing. Such procedures are really several procedures combined into one.<br /><br />A procedure that frequently includes the word “if” may be a combination of more than one procedure, or an attempt to write a procedure for a level of professional decision-making that is too complex for a procedure. You may find that your task is made easier if you write your task for the trouble-free, most usual way of doing the task, and then write a separate series of guidelines for higher level staff to use when making decisions in problem situations.<br /><br /><b>Watch your step</b><br />A person should be able to follow a written procedure step by step without backing up or paging back and forth. In almost all cases, this means that chronological order will be followed, although occasionally it will make more sense to go from the general to the specific. It is extremely frustrating to get to Step 7 in a procedure and discover that there was something you should have done in Step 4 that wasn’t mention there.<br /><br />Also to be avoided are “rightist” connotations—or procedures written for the right-handed. It is a good idea to have the procedure reviewed by a lefty if the writer is a righty, and vice versa, for there may be steps in the procedure that are not immediately apparent as creating difficulty.<br /><br /><b>Writing the procedure</b><br />As one expert on technical writing has outlined the writing of procedures:<br />Rather than starting with words, we need to start by asking what specific human actions we want to result from a set of instructions, and in what order we want these actions to occur. Then we need to compose the instructions piece by piece so that they will produce those actions in the correct order. <span style="font-family: "verdana"; font-size: x-small;">(Chapanis)</span></span></blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
</span>
<br />
<ul><span style="font-family: "verdana"; font-size: 85%;">
<li><b>Gather information:</b> In order to write a procedure, you need to be thoroughly familiar with it yourself. Don’t sit at your desk and attempt to remember how the operation is done. Do it and write down each step as you do it. If it is a procedure that you aren’t thoroughly familiar with, shadow a person doing it, write down what they do, and ask questions as they proceed. Especially be sure to ask what to do at each step if it fails. </li>
</span></ul>
</blockquote>
<blockquote>
<ul><span style="font-family: "verdana"; font-size: 85%;">
<li><b>List tools:</b> At the top of the procedure, list the tools, equipment, and material needed. This follows the model of a sewing pattern; one of the best examples of well-written procedures. </li>
</span></ul>
</blockquote>
<blockquote>
<ul><span style="font-family: "verdana"; font-size: 85%;">
<li><b>Write:</b> First write the procedure in direct order for a problem-free session. </li>
</span></ul>
</blockquote>
<blockquote>
<ul><span style="font-family: "verdana"; font-size: 85%;">
<li><b>Add instructions:</b> Then add instructions for exceptions and problems, using indentation and typographical cues. Be sure at this point that you do not begin combining procedures. </li>
</span></ul>
</blockquote>
<blockquote>
<ul><span style="font-family: "verdana"; font-size: 85%;">
<li><b>Test and evaluate:</b> Have someone follow the procedure while you shadow. Have the user vocalize each step as it is done so that you can follow thought processes and misinterpretations. Two questions to answer during evaluation are: </li>
</span></ul>
</blockquote>
<blockquote>
<ul><ul>
<li><span style="font-family: Verdana, sans-serif; font-size: 85%;">Can the instructions be followed?</span></li>
<li><span style="font-family: Verdana, sans-serif; font-size: 85%;">Can the user find a particular piece of information when needed?</span><span style="font-family: "verdana"; font-size: x-small;"> (Gillihan, Dana & Jennifer Herrin, “Evaluating Product Manuals for Increased Usability,” Technical Communications. No. 35, 1988, p. 168-172)</span><span style="font-family: Verdana, sans-serif; font-size: 85%;">
</span></li>
</ul>
</ul>
</blockquote>
<blockquote>
<ul><span style="font-family: "verdana"; font-size: 85%;">
<li><b>Revise:</b> Now revise, using the information you gained while testing and evaluating. Question the presence of every word. If it doesn't contribute to the message, delete it. </span></li>
</span></ul>
</blockquote>
<blockquote>
<ul><span style="font-family: "verdana"; font-size: 85%;">
<li><b>Check spelling:</b> “Misspelling and typos reduce your credibility with the user. There’s no need to amplify this thought.”?</span><span style="font-family: "verdana"; font-size: x-small;"> (Goldfarb, Stephen M. “Writing Policies and Procedures Manuals,” Journal of Systems Management, No. 32, 1981, p. 10-12)</span><span style="font-family: Verdana, sans-serif; font-size: 85%;"></li>
</span></ul>
</blockquote>
<blockquote>
<ul><span style="font-family: "verdana"; font-size: 85%;">
<li><b>Stop:</b> Evaluating, rewriting, proofreading all are essential, but a time comes when the procedure must be declared finished and ready to use. It is wise, however, once it has been in use for a while to see what users have written or drawn in the white space you have provided. These glosses may provide useful clues to what is needed in a later edition.</li>
</span></ul>
<span style="font-family: "verdana"; font-size: 85%;"><b>Word processing</b><br>
Word processing provides the opportunity to use typographical aids and makes it easy to format and revise. While basic word processing can be a wonderful replacement for typing, learning to use some of the more sophisticated features of your system can be extremely beneficial. Procedures saved to disk can be updated and revised periodically, and procedures or portions of procedures can be printed whenever necessary.<br><br>
It takes time and thought to write clear procedures, but the effort on your part will save a great deal of staff time. Your staff wants to be able to perform well and will welcome procedures that help them to do so.</blockquote>
Carol W. Cubberly is a Director of Technical Services, University of Southern Mississippi, Hattiesburg.Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-25801242840201239102017-11-27T17:00:00.000-06:002017-11-27T17:00:11.401-06:00Creative Budget Presentation: Using Statistics to Prove Your Point<span style="font-family: "verdana"; font-size: x-small;">
Burgin, Robert. “Creative Budget Presentation: Using Statistics to Prove Your Point.” The Bottom Line Reader: A Financial Handbook for Librarians. New York: Neal-Schuman, c1990.</span><span style="font-family: "verdana"; font-size: 85%;"> </span><br />
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">The fine art of budget presentation is based on a two-step process: the request for funds and the defense of that request. Although both steps use statistics, it is the budget defense that demands the creative use of statistics.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">
Establishing your library’s needs and proving its good stewardship (also known as effectiveness) are the bulwarks of budget defense. First you must convince the governing body that the funds requested are necessary to meet a need. Second you must remind the funding body that the library has used effectively the money it has received in the past. In short, the library’s case is that the money is needed and that it will be well spent.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">The ideal of statistical collection can be summed up briefly: if the library does it, count it. Yet, although libraries engage in a great variety of services and activities, few of these are counted. At budget time, however, any and all of these services and activities may be called into question by members of the funding body. If you can’t produce the evidence—including statistical evidence—to justify these activities, not only is your particular argument lost, but confidence in your ability may be eroded. If statistics in a specific area have not been collected, support for budget proposals in that area will probably be weaker than it should be.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">Overdue fines are an example of an activity where few statistics are kept. While all libraries devote staff time and effort in attempts to encourage the timely return of borrowed materials and to retrieve those that are not returned on time, few keep statistics concerning the effectiveness of their efforts. These statistics would be useful in defending a budget request for increasing the circulation staff or for automating the circulation system since studies show that libraries with automated circulation systems have lower overdue rates than do libraries with manual systems. </span><span style="font-family: "verdana"; font-size: x-small;">(Patsy Hansel and Robert Burgin, “Hard Facts About Overdues,”<i> Library Journal </i>108 (February 15, 1983): 349-352. Robert Burgin and Patsy Hansel, “More Hard Facts About Overdues,” <i>Library & Archival Security </i>6 (Summer/Fall 1984): 5-17)</span></blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">
At the Forsyth County (North Carolina) Public Library System, we used these data in our request for automatic circulation (see Table 1). We compared our own overdues rate with the average for computerized libraries, estimated the drops in overdues that could be expected if we automated, and translated that percentage drop into books that would be returned and available for patrons. We found that if Forsyth County were automated, 2.59% or 41,019 more books would be available for the patrons to check out rather than being overdue.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">
<b>Table 1: Percentage of books still out on the date they were due (1983)</b>
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>Forsyth County</td>
<td>11.31%</td>
<td></td>
</tr>
<tr>
<td>Libraries with Automated Circulation</td>
<td>8.72%</td>
<td></td>
</tr>
<tr>
<td>Difference</td>
<td>2.59%</td>
<td></td>
</tr>
<tr>
<td>Number of Books Circulated in Forsyth County</td>
<td></td>
<td>1,583,755</td></tr>
</tbody></table>
</span></blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;"><b>Statistics for Decision Making</b><br />
Realistically, few librarians have the time to exhaustively collect statistics. And so, the collection effort must be focused by the goals and objectives of the library. Statistics, after all, are tools and not ends in themselves. The connection between the library’s goals and the statistics collection process cannot be overemphasized: statistics help in the formulation of reasonable goals, goals help focus the process of collecting statistical data. At the very least, then, the statistics collected should be relevant to the goals of the library and should enable you to determine whether the library’s goals are being met and, if not, how serious is the shortfall.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">Collecting statistics requires efficient data collection methods. It should be a continuing process since collecting all the statistical data needed for a typical budget presentation would be too great a task to undertake at one time. Using microcomputers and spreadsheets, statistical data can be collected and compiled efficiently and in a time-saving manner. </span><span style="font-family: "verdana"; font-size: x-small;">(Claudia Perry-Holmes, “LOTUS 1-2-3 and Decision Support: Allocating the Monograph Budget,” <i>Library Software Review</i> (July-August 1985)” 205-213)</span><span style="font-family: "verdana"; font-size: 85%;">. </span><span style="font-family: "verdana"; font-size: x-small;">While the article focuses on the use of spreadsheet software in an academic library, the ideas presented can easily be translated into the public library’s environment. See also Philip M. Clark, “Processing Numbers with Spreadsheet Programs,“ <i>New Jersey Libraries</i> 18 (Summer 1985): 17-19).</span><span style="font-family: "verdana"; font-size: 85%;"> Gathered throughout the year, data should be saved on disk until needed at budget time.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">Libraries with large automated systems for circulation and cataloging also can use these systems for gathering and manipulating a sophisticated range of data for decision and budget support, as Ken Dowlin and others have pointed out </span><span style="font-family: "verdana"; font-size: x-small;">(Kenneth C. Dowlin, “The Use of Standard Statistics in an On-Line Library Management System,” <i>Public Library Quarterly</i> 3 (Spring/Summer 1982): 37-46). </span><span style="font-family: "verdana"; font-size: 85%;">In fact, this may be one of their least utilized but most exciting capabilities.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">Continually presenting statistical data to your funding board is as important as the continuous collection of the data. Funding officials should be accustomed to receiving status reports on the library regularly, as part of the monthly report, for example, and not just at budget time. Through this ongoing review you educate the funding officials, helping them to understand certain statistics by frequently presenting arguments that employ them. If this process of education has not been ongoing, it may be too late at budget time to not only present and defend a budget, but educate officials as to what theses statistics mean.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">Remember, these statistics do not exist in a vacuum. They are a reference to something else—either an internal yardstick or an external. Internal yardsticks can be goals and objectives and comparisons with historical data. External yardsticks are the performance of other libraries and library standards.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;"><b>
Internal comparisons</b><br />
Good data collection, guided by the goals and objectives of the library, will enable you to compare realities with possibilities. Comparing goals and statistics relates to the two arguments expressed in budget defense: need and good stewardship. As a part of the needs argument you might note that the library’s goals have not been met and cannot be met without the requested funds. For the good stewardship argument you can remind members of the funding body that the library has met its goals in the past and can be expected to spend the requested funds in an equally wise and effective fashion.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">In Forsyth County, for example, the covering sheet of our budget presentation summarized the goals and objectives of our past budget year and noted which goals had been met and which still needed to be met. The presentation was based on relevant statistics that had been gathered.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">Another approach is to compare the library’s most recent performance with its past performance in order to show that the library is improving (in order to make the case for good, efficient use of funding) or that the situation is not as good as it once was (in order to establish that a need exists). At the Wayne County (North Carolina) Public Library, we were able to show the commissioners and city council members data (see Table 2) on growing circulation as evidence that the increased funding of recent years paid off and should be continued.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;"><b>Table 2: Circulation Change 1975-1981</b>
<b></b><table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td></td>
<td><b>Wayne County Book Circulation</b></td>
<td><b>Wayne County Annual Increase</b></td>
<td><b>State Average Annual Increase</b></td>
</tr>
<tr>
<td>1975-76</td>
<td>143,853</td>
<td></td><td></td></tr>
<tr><td>1976-77</td>
<td>166,503</td>
<td>15.7%</td>
<td>0.9%</td>
</tr>
<tr>
<td>1977-78</td>
<td>205,559</td>
<td>21.7%</td>
<td>4.3%</td>
</tr>
<tr>
<td>1978-79</td>
<td>218,979</td>
<td>8.1%</td>
<td>3.1%</td>
</tr>
<tr>
<td>1979-80</td>
<td>221,243</td>
<td>1.0%</td>
<td>3.1%</td>
</tr>
<tr>
<td>1980-81</td>
<td>225,085</td>
<td>15.3%</td>
<td>9.4%</td></tr>
</tbody></table>
</span></blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;"><b>External comparisons</b><br />
External statistics—the performance of other libraries and library standards—provide a yardstick against which to measure performance. For example, book circulation statistics alone are meaningless. But they can be made meaningful by comparing them with internal data. For instance, how much has circulation increased over the past year? Even more meaning can be given to a level of activity by comparing it to the level of activity of other libraries or to an established standard. For instance, how does per capita circulation compare with other similar libraries?</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">There are a number of sources of statistics and standards for external comparisons, including national and regional data. Statewide statistical reports also are issued by most state library agencies. Most important is to collect reasonably compatible statistics so that external comparisons can be made. An argument for the adoption of ALA’s output measures is that they provide a common core of statistical data for use by libraries across the country. Or, since most state libraries require an annual statistics reports, these reports can provide a shared set of data for use by libraries in an individual state and by libraries outside the state.</span> </blockquote>
<blockquote class="tr_bq">
<b><span style="font-family: "verdana"; font-size: 85%;">Making comparisons</span></b><br />
<span style="font-family: "verdana"; font-size: 85%;">One way to present comparison data is to boast that the library is meeting its goals or improving its performance (using internal statistics), or to claim that the library is the best in some area (using external statistics). This approach generally serves the argument of effective stewardship—that the library has done an admirable job with funds provided in the past and can be counted on to continue the good work. There is an implied argument of need in this positive approach—the users are accustomed to this fine level of library service and need to have it continue.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">Conversely, evidence of great need may be presented to the funding body based on the fact that the library is the worst in some area. When using such data, of course, try to avoid blaming or being blamed for the situation; instead, show that in spite of the worst you and your staff are trying; and constantly report progress to your funding body.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">At the Wayne County Public Library we supported our request for additional book money by pointing out that the library was the last in the state in the number of books per capita. We were quick to note why this was the case—that until recently, the library had not had the space to house many new books. We also reminded the commissioners and council members that this was no longer the case. Our new facility could house several times the collection of the old building and we were doing the best we could without limited resources—our turnover rate was one of the highest in the state. We also shared with everyone the successful results of increased book funds: our book collection was the fastest growing in the state (see Table 3). We added more books in one year than did many libraries with larger overall budgets and we jumped out of last place in the state in books per capita.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;"><b>Table 3: Book collection change 1976-1981</b>
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td></td><td><b>Wayne County Book Collection</b></td>
<td><b>Wayne County Annual Increased</b></td>
<td><b>State Average Annual Increased</b></td>
</tr>
<tr>
<td><b>1976-77</b></td>
<td>32,968</td>
<td></td><td></td></tr>
<tr><td><b>1977-78</b></td>
<td>41,434</td>
<td>25.7%</td>
<td>3.9%</td>
</tr>
<tr>
<td><b>1978-79</b></td>
<td>44,202</td>
<td>6.7%</td>
<td>2.7%</td>
</tr>
<tr>
<td><b>1979-80</b></td>
<td>53,255</td>
<td>20.5%</td>
<td>3.1%</td>
</tr>
<tr>
<td><b>1980-81</b></td>
<td>58,202</td>
<td>9.3%</td>
<td>2.8%</td>
</tr>
<tr>
<td><b>1976-77 to 1980-81</b></td>
<td></td><td>76.5%</td>
<td>12.8%</td>
</tr>
</tbody></table>
</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;"><b>Presenting statistical data</b><br />
While statistical data are important, the way in which those data are presented is crucial. Although the ideal of statistical collection is the thorough enumeration of all library activities, the ideal of statistical presentation is brevity. Most funding bodies do not have the time to sift through an abundance of figures; they should have only the highlights presented to them. The general budget presentation—and the defense—should be succinct, using only a few relevant, core statistics—statistics that the funding officials have been educated to understand. But, the statistical arsenal should be thorough in order to answer all possible questions and meet potential objections. You should be able to defend any specific budget area briefly and concisely.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;"><b>Per capita or not</b><br />
Should statistics be expressed as raw data or in per capita terms? There is a maxim in the legal profession that if the case is weak on facts, one should argue based on principle, and vice versa. And so, if your case is better presented using raw data, use raw data; if your case is better presented using per capita data, use per capita data.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">Realistically, few librarians have the time to exhaustively collect statistics. And so, the collection effort must be focused by the goals and objectives of the library. Statistics, after all, are tools and not ends in themselves. The connection between the library’s goals and the statistics collection process cannot be overemphasized.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">Especially with larger systems, the sheer volume expressed by raw data will be sufficient to make a point or to allow a comparison. At the Forsyth County Public Library, we tended to base our presentations on our being the state’s leading or second leading library in book circulation, reference services, and the like—all expressed in raw data. In Wayne County, however, the dearth of books could only be expressed adequately in per capita terms. We ranked an unexciting fortieth or so out of seventy public libraries in North Carolina in book holdings, and a deplorable last in the state in book holdings per capita.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;"><b>How much is that in service?
</b><br />Budget presentation should translate everything into service—both requests for more money and potential cuts. In Wayne County, when we requested that the position of children’s librarian be upgraded to a professional position and that our programs in that area be expanded, we could estimate the number of additional children who would be served. When we requested more book money, we were able to estimate how many books that money would buy, how many circulations would result, and how many people would be served:</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">In 1980, the average volume added cost the Wayne County Library $9.39.
In 1980, the average volume in Wayne County was checked out 4.4 times.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "verdana"; font-size: 85%;">A $10,000 increase in the book budget in 1980 would have:</span></blockquote>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">purchased 1,065 more volumes</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">resulted in 4,686 more circulations </span></li>
</ul>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Funding cuts should also be translated into the effects they will have on services: Will hours be reduced? At what cost in circulation in materials? In people served? Talk in terms of constituents and voters. The members of the funding body are often elected officials. They understand that the individuals being served by the library are also the individuals who will cast votes for or against them or their party.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>How much is that in candy bars?
</b><br />Two years ago, the Wall Street Journal ran an article that pointed to a trend among the advertisers of America’s largest corporations: “If Camel smokers had walked a mile for every Camel produced by R.J. Reynolds, they would have walked to the sun and back more than 17,000 times,” claimed one ad. “Two ships the size of the Queen Elizabeth II could be floated in the ocean of Hawaiian Punch Americans consume annually,” declared another </span><span style="font-family: "verdana"; font-size: x-small;">(“If All Our Reporters Are Laid End to End … They Don’t Report,” Wall Street Journal 4 April 1983)</span><span style="font-family: "verdana"; font-size: 85%;">.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
Outrageous presentations draw attention to the sheer volume of success of the particular company in terms that the consumer will remember. Three trillion cigarettes may be a lot of cigarettes, but that figure doesn’t make the same impression as 17,000 trips to the sun and back.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">You can also dress up your library’s statistics in exciting terms. In reporting on the same Wall Street Journal article elsewhere, I suggested the following as examples of what could be done: “All the people who attended programs in North Carolina’s public libraries last year could fill the Rose Bowl 60 times” and “Public Libraries in North Carolina checked out enough books last year to line the road from Manteo to Murphy [the end points of the state] eight times.”</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>The politics of budget presentation</b><br />
The budget process is not an entirely rational one. Where one set of commissioners will be proud of the library’s standing as the best-funded in the state, another set will find this an indication that the library’s budget can be cut. Where one group will think twice about cutting the library’s budget if it means closing a certain branch, another will cut the budget and order the librarian to keep the branch open anyway.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">The data used for budget presentations quite naturally vary from library to library and, within the same library, from budget presentation to budget presentation. For example, in Wayne County we made two budget presentations each year—one to the county commissioners and one to the city council. The statistical data needed for each presentation differed because the arguments that satisfied one group differed from those that satisfied the other.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">What remains constant, however, is the need to use statistics when defending budget requests. Ideally, we should have a thorough arsenal of statistical tools and be able to use it in a flexible fashion in order to meet any contingency. We should be prepared.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">For example, be aware of statistics that might argue against a point, but don’t present statistics that won’t help, the case. In addition to being aware of them, be prepared to explain the apparent discrepancy between what is being requested and the supposed evidence against the case.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">The budget presentation and any related presentation of statistics should be rehearsed. Have a colleague play the devil’s advocate by asking for statistical justification of budget requests, by pointing out which statistics seem irrelevant or poorly presented, and by using statistics to argue against what is being requested.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Finally, look at others’ budget presentations, especially those from nonlibrary institutions. What statistics are they using to back up their funding requests? Which statistics were the most successful? Which were best received?</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>
Easily applied statistical formulas
</b><br />Statistics need not be esoteric or complex to be effective. In fact, to help present the case for budget support, they should be just the opposite. The most useful formulas, such as those shown below, offer the opportunity for multiple variations on a theme.</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Since there are physical limits to the amount of statistics that can be gathered, the library’s goals must give direction to the statistics-gathering effort. The goals should help determine what data are collected and the statistics should help formulate the goals. Finally, of course, the library’s goals should determine the development of its budget request.</span> </blockquote>
<blockquote>
<b><span style="font-family: "verdana"; font-size: 85%;">Six Very Easy Statistical Formulas</span> </b></blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><b>1. Annual % Increase </b>=</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;"><u>
This Year’s Figure – Last Year’s Figure</u><br />
Last Year’s Figure</span> </blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">
Example: Forsyth County Library
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>1982-83 Operating Expenditures</td>
<td>$2,661,991</td>
</tr>
<tr>
<td>1983-84 Operating Expenditures</td>
<td>$2,782,764 </td></tr>
</tbody></table>
</span></blockquote>
<blockquote>
<span style="font-family: "verdana"; font-size: 85%;">Percentage Increase:
1982-83 to 1983-84 =
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td><u>$2,782,764-$2,661,991</u></td>
</tr>
<tr>
<td>$2,661,991 </td></tr>
</tbody></table>
<br />Annual % Increase = 4.54%<br /><br />
<b>2. % Increase</b>
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>Over Several Years</td>
<td><u>Final Yr’s Figure-Beginning Yr’s Figure</u></td>
</tr>
<tr>
<td></td>
<td>Beginning Yr’s Figure</td>
</tr>
</tbody></table>
<br />
Example: Forsyth County Public Library
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>1978-1979 Operating Expenditures</td>
<td>$1,463,907</td>
</tr>
<tr>
<td>1983-1984 Operating Expenditures</td>
<td>$2,782,764</td>
</tr>
</tbody></table>
<br />Percentage increase
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>1978-1979 to 1983-1984</td>
<td><u> $2,782,764-$1,463,907</u></td>
</tr>
<tr>
<td></td>
<td>$1,463,907</td>
</tr>
<tr>
<td>% Increase Over Several Years =</td>
<td>90.1%</td>
</tr>
</tbody></table>
<br />
<b>3. Service Level Per Capita</b>
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td><u>Service Level</u></td>
</tr>
<tr>
<td>Population Served</td>
</tr>
</tbody></table>
<br />
Example: Forsyth County Public Library<br />
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>1983-84 Book Circulation</td>
<td>1,583,755</td>
</tr>
<tr>
<td>1983-84 Population Served</td>
<td>249,172</td>
</tr>
</tbody></table>
<br />
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>Book Circulation Per Capita=</td>
<td><u>1,583,755</u></td>
<td></td>
</tr>
<tr>
<td></td>
<td>249,172 =</td>
<td>6.36</td>
</tr>
</tbody></table>
<b>4. Service Level Per Unit</b>
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>Service Level Per Unit = </td>
<td><u>Service Level</u></td>
</tr>
<tr>
<td></td>
<td>Units Under Consideration</td>
</tr>
</tbody></table>
<br />
Example: Forsyth County Public Library<br />
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>1983-1984 Book Circulation</td>
<td>1,583,755</td>
</tr>
<tr>
<td>1983-1984 Staff (FTEs)</td>
<td><div style="text-align: right;">
.953</div>
</td>
</tr>
</tbody></table>
<br />
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>Book Circulation Per Staff Member =</td>
<td><u>1,583,755</u></td>
<td></td>
</tr>
<tr>
<td></td>
<td>95.3</td>
<td>16,618.6</td>
</tr>
</tbody></table>
<b>5. Collection Turnover</b><br />
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>Collection Turnover =</td>
<td><u>Circulation of Collection</u></td>
</tr>
<tr>
<td></td>
<td>Items in Collection</td>
</tr>
</tbody></table>
<br />
Example: Forsyth County Public Library
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>1983-84 Book Circulation</td>
<td>1,583,755</td>
</tr>
<tr>
<td>1983-84 Book Circulation</td>
<td>355,550</td>
</tr>
</tbody></table>
<br />
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>Book collection turnover =</td>
<td><u>1,583,755</u></td>
</tr>
<tr>
<td></td>
<td>355,550 = </td>
<td>4.72</td>
</tr>
</tbody></table>
<b>6. Cost to Circulate an Item</b><br />
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>Cost to Circulate an Item =</td>
<td><u>Operating Expenditures</u></td>
</tr>
<tr>
<td></td>
<td>Items Circulated </td>
</tr>
</tbody></table>
<br />
Example: Forsyth County Public Library<br />
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>1983-84 Operating Expenditures</td>
<td>$2,782,764</td>
</tr>
<tr>
<td>1983-84 Book Circulation</td>
<td>1,583,755</td></tr>
</tbody></table>
<br />
<table bgcolor="" border="0" bordercolor="" width="">
<tbody>
<tr>
<td>Cost to Circulate an Item =</td>
<td><u>$2,782,764</u></td>
</tr>
<tr>
<td><br /></td>
<td>1,583,755 = </td><td>$1.76</td></tr>
</tbody></table>
<table bgcolor="" border="0" bordercolor="" width=""><tbody>
</tbody></table>
</span></blockquote>
Rachhttp://www.blogger.com/profile/15818681260759619548noreply@blogger.com0tag:blogger.com,1999:blog-5395785056326320389.post-32445727142155233732017-11-20T19:00:00.000-06:002017-11-20T19:00:11.425-06:00Budgeting and statistics<span style="font-family: "verdana"; font-size: 85%;"><b>Types of budgets</b> </span>
<br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Line-item </span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Most familiar, money allocated for each item </span></li>
</ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Lump sum </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Formula</span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Usually used in Collection Development </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Depends on the number of users </span></li>
</ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Program </span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">What is it going to cost? </span></li>
</ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Planning Programming Budget System </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">ZBB </span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Zero basis budget </span></li>
</ul>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"><b>Line-item </b></span><br />
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Expenditures are divided into broad categories </span><span style="font-family: verdana; font-size: 85%;">Advantages</span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Easy to prepare </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Easy to understand and justify </span></li>
</ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Disadvantages</span></li>
<ul>
<li><span style="font-family: "verdana"; font-size: 85%;">Difficult to shift funds between categories</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Not related to services</span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Assumes what you are doing is essential </span></li>
<li><span style="font-family: "verdana"; font-size: 85%;">Assumes you are cost-effective </span></li>
</ul>
</ul>
<span style="font-family: "verdana"; font-size: 85%;"><b>Example of line-item</b></span>
<span style="font-family: "verdana"; font-size: 85%;"><table bgcolor="" border="0" bordercolor="" width="">
<tbody 85="" font-size:="">
<tr>
<td>Salaries</td>
<td>$80,000</td>
</tr>
<tr>
<td>Fringe benefits </td>
<td>$35,000</td>
</tr>
<tr>
<td>Books & subs</td>
<td>$6,000</td>
</tr>
<tr>
<td>Binding</td>
<td>$3,500</td>
</tr>
<tr>
<td>Office supplies </td>
<td>$51,000</td>
</tr>
<tr>
<td>Travel</td>
<td>$2,000</td>
</tr>
<tr><td><b>Total</b></td>
<td><b>$131,600</b></td>
</tr>
</tbody></table>
<br />
</span>
<span style="font-family: "verdana"; font-size: 85%;"><b>Lump sum</b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">An amount is allocated to the library and manager decides how it will be spent</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Advantages</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">More flexible than line-item </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Disadvantages </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Money allocated first rather than costs determined </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Hard to justify </span></li>
</ul>
</ul>
<b style="font-family: verdana; font-size: 85%;">Formula budget</b><span style="font-family: verdana; font-size: 85%;"> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">This is most often used for acquisitions budgets in college and university libraries</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Standards are set for the number of volumes per capita for students, graduate students, faculty, etc. </span></li>
</ul>
<br />
<span style="font-family: verdana; font-size: 85%;"><b>Program budget</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Library’s activities are highlighted and the costs given for each activity </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Steps </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Define program objective</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Delineate major activities</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Determine nature and level of resources</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Develop budget requirements </span></li>
<li><span style="font-family: verdana; font-size: 85%;">State the requirements </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Advantages </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Gives estimate of cost of provision of each program or service </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Helps to decide whether to continue, modify or drop a program or service </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Disadvantages</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Complex and time consuming </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Especially first time around </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Hard to estimate actual costs </span></li>
</ul>
</ul>
<br />
<span style="font-family: verdana; font-size: 85%;"><b>Planning programming budget system (PPBS)</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Same as program budget, only woven into the total strategic planning process of mission and goals </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Advantages </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Emphasizes cost of accomplishing goals </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Often gives you a unit cost of service</span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Disadvantages </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Disadvantages are the same as program budgets </span></li>
</ul>
</ul>
<br />
<span style="font-family: verdana; font-size: 85%;"><b>Example of PPBS</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Goal: To manage a resource library collection </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Resource required</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Librarian (1/4 time)</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Library Technician (1/3 time)</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Serials budget </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Book budget </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Library management software maintenance contract</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Library supplies </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Cataloguing utility charges</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Document Delivery charges </span></li>
</ul>
</ul>
<b style="font-family: verdana; font-size: 85%;">ZBB</b><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Concerned with future needs</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Requires justification of each unit of work </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Units of work must be assigned levels of importance </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Steps </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Identification of decision package</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Ranking of decision packages </span></li>
</ul>
</ul>
<br />
<span style="font-family: verdana; font-size: 85%;"><b>Preparing budgets</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">May be a set amount and you must work within it </span></li>
<li><span style="font-family: verdana; font-size: 85%;">You may only have control over acquisitions and supplies budget </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Staff and capital expenditures often outside your responsibility</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Statistics kept to determine average costs and to predict future demands </span></li>
</ul>
<br />
<span style="font-family: verdana; font-size: 85%;"><b>Libraries as cost centres </b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">True profit centre </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Profit making segment of the business</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Library sells its services outside the company and is held accountable for making a profit </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Must make money </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Library no longer serves the internal information needs for the company </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Must provide information to the outside world</span></li>
<li><span style="font-family: verdana; font-size: 85%;">E.g., ALA’s library for retired persons creating database for aging articles, end up selling these through Dialog, becoming a business venture </span></li>
</ul>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Protected profit centre </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Primarily services the needs of its own organization </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Some services are offered outside the company</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Sales profits are put back into the library operating budget and offsets portion of costs </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Self-sufficient cost centre </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Charges back for services </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Objective is to recover all or part of operating budget </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Library not seen as burden, but part of the cost of other areas doing business </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Cost-justified centre </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Operates on own budget</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Requests for services recorded and a value is placed on the services often in terms of savings for the company </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">e.g. patent search seen as saving $100,000 worth of development of a product which has already been patented.</span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Strictly for special libraries for profiting business </span></li>
</ul>
</ul>
<br />
<span style="font-family: verdana; font-size: 85%;"><b>Some specifics </b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Find out how you are to handle exchange rate</span><span style="font-family: verdana; font-size: 85%;">s </span></li>
<li><span style="font-family: verdana; font-size: 85%;">How are taxes handled, especially GST </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Differs from libraries, for estimating book costs </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Follow same accounting system as parent organization </span></li>
<li><span style="font-family: verdana; font-size: 85%;"><b>Keep your own records the way you feel necessary </b></span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b>More on statistics</b></span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;"> Why do we keep them?</span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Record of activities in library </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Planning tool to show growth, decline </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Peak periods</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Hire more people </span></li>
</ul>
<li><span style="font-family: verdana; font-size: 85%;">Benchmarking against other libraries or standards </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">See what comparables are doing </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Can you improve? </span></li>
</ul>
</ul>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b>What type of statistics should we keep?</b> </span>
<br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">National Core Library Statistics Program (NCLSP) </span></li>
<ul>
<li><span style="font-family: verdana; font-size: 85%;">LAC has determined basic statistics which should be kept in all libraries and reported to the National Library </span></li>
<li><span style="font-family: verdana; font-size: 85%;">All types of libraries except schools have participated </span></li>
</ul>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b>Categories of statistics kept by NCLSP</b></span>
<br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Staffing </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Expenditures on staff and collections </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Collections (books, other, serial) </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Services (informational transactions, circulation) </span></li>
<li><span style="font-family: verdana; font-size: 85%;">ILL stats (both received and requested) </span></li>
</ul><br>
<span style="font-family: verdana; font-size: 85%;"><b>Problems with NCLSP</b> </span><br />
<ul>
<li><span style="font-family: verdana; font-size: 85%;">Very broad statistics</span></li>
<li><span style="font-family: verdana; font-size: 85%;">Very traditionally based </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Doesn’t take into account electronic resources </span></li>
<li><span style="font-family: verdana; font-size: 85%;">Not useful in special libraries</span></li>
<li><span style="font-family: verdana; font-size: 85%;">But since stats can no longer keep stats on libraries…. </span></li>
</ul>
<span style="font-family: verdana; font-size: 85%;"><b>1999 report</b> </span><br />
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<span style="color: #0000ee; font-family: Verdana, sans-serif; font-size: x-small;"><u>https://web.archive.org/web/20050519081926/http://www.collectionscanada.ca/obj/r3/f2/02-e.pdf</u></span></div>
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