For my final project for this management class I have created a website describing a management project that is currently in process where I work at the UNC School of Medicine. It revolves around the creation of a multimedia database that will consolidate a number of resources at the school and serve a number of audiences in and around the School of Medicine. Here is the link:
http://www.ils.unc.edu/~moynihan/rubysite/management%20final/mmdb_index.html
Friday, April 25, 2008
Monday, April 14, 2008
Personality Tests
Today I took both the Myers-Briggs and the Enneagram test, and the results are that I am an ENTP ("The Inventor") and "Type 7: The Generalist. The enthusiastic, productive type". I was surprised to find that the descriptions of this type were quite accurate to my personality. I was skeptical of this approach partially because it seems to me there are too many variables involved. On the question level, it bothered me a bit: how should I interpret this question? Does either of these choices really appeal to me? Also, once the type was figured out, did that mean that I am supposed to be 100% "x" and 0% "y". I was glad to see that for both tests they had some way of showing you the different degrees to which you fit one category or another. I thought it added a lot of perspective, especially since some of my percentages for a specific category were much more strongly correlated than others.
I also found it interesting that the job types it suggested included engineer (something I have never really considered) and "Information Systems specialist" which seems particularly apt since I am now in an information science program. Especially since this is a career-change for me that only happened a year ago!
Another thing that struck me is that I am pretty sure that if I took this test 10 years ago I might have given different answers. This also seems to correlate with the idea that you can actually *physically* change your mind by engaging in different behaviors and/or thinking different thoughts. Even so, I imagine that most of these qualities would not have changed very much since my youth.
Given that I was pleasantly surprised with the accuracy and even advice surrounding my own assessments, I think these personality tests could actually be helpful information to use when dealing with others, for instance in a management situation. It strikes me that many arguments people have with each other involve a differing set of ideal norms that they carry with them in their heads, and often people get upset when someone violates those unspoken inner principles. If both parties were more aware of how someone else might be of a different type (not with rigidly defined borders, of course) then they might be able to see that there is no one single norm that is right for both of them, and come to a better understanding of the situation and how to solve it. I would suggest these tests to others. Even if you don't agree with the findings, it will no doubt give you some food for thought. It is a very rich area indeed.
I also found it interesting that the job types it suggested included engineer (something I have never really considered) and "Information Systems specialist" which seems particularly apt since I am now in an information science program. Especially since this is a career-change for me that only happened a year ago!
Another thing that struck me is that I am pretty sure that if I took this test 10 years ago I might have given different answers. This also seems to correlate with the idea that you can actually *physically* change your mind by engaging in different behaviors and/or thinking different thoughts. Even so, I imagine that most of these qualities would not have changed very much since my youth.
Given that I was pleasantly surprised with the accuracy and even advice surrounding my own assessments, I think these personality tests could actually be helpful information to use when dealing with others, for instance in a management situation. It strikes me that many arguments people have with each other involve a differing set of ideal norms that they carry with them in their heads, and often people get upset when someone violates those unspoken inner principles. If both parties were more aware of how someone else might be of a different type (not with rigidly defined borders, of course) then they might be able to see that there is no one single norm that is right for both of them, and come to a better understanding of the situation and how to solve it. I would suggest these tests to others. Even if you don't agree with the findings, it will no doubt give you some food for thought. It is a very rich area indeed.
Tuesday, April 8, 2008
Five Ethical Principles for Employees of Fictional University Library
While looking for a set of ethical principles that I might want to employ for my (fictional) organization, I found myself moved by the ACM's Code of Ethics and Professional Conduct, particularly as it addressed the ethical challenges related to information professionals and those who work with technology. The words and ideas below were largely culled from that document, which is available at http://www.acm.org/about/code-of-ethics. In my adaptation, I strove to focus on brevity, core principles, and language that directly related to the work we do in our organization and the kind of work environment I myself would like to inhabit.
1. Avoid harm to others.
"Harm" means injury or negative consequences, such as undesirable loss of information, loss of property, property damage, or unwanted environmental impacts. This principle prohibits use of information technology in ways that result in harm to any of the following: users, the general public, employees, employers. Harmful actions include intentional destruction or modification of files and programs leading to serious loss of resources or unnecessary expenditure of human resources such as the time and effort required to purge systems of "computer viruses."
Well-intended actions, including those that accomplish assigned duties, may lead to harm unexpectedly. In such an event the responsible person or persons are obligated to undo or mitigate the negative consequences as much as possible. One way to avoid unintentional harm is to carefully consider potential impacts on all those affected by decisions made during design and implementation.
2. Be honest and trustworthy.
Honesty is an essential component of trust. Without trust an organization cannot function effectively. The honest employee will not make deliberately false or deceptive claims about a system or system design, but will instead provide full disclosure of all pertinent system limitations and problems.
3. Be fair and take action not to discriminate.
The values of equality, tolerance, respect for others, and the principles of equal justice govern this imperative. Discrimination on the basis of race, sex, religion, age, disability, national origin, or other such factors is an explicit violation of Fictional University Library policy and will not be tolerated.
Inequities between different groups of people may result from the use or misuse of information and technology. In a fair society,all individuals would have equal opportunity to participate in, or benefit from, the use of computer resources regardless of race, sex, religion, age, disability, national origin or other such similar factors. However, these ideals do not justify unauthorized use of computer resources nor do they provide an adequate basis for violation of any other ethical imperatives of this code.
4. Strive to achieve the highest quality, effectiveness and dignity in both the process and products of professional work. This includes articulating and supporting policies that protect the dignity of users and others affected by our organization.
Excellence is perhaps the most important obligation of a professional. Technology and information professionals must strive to achieve quality and to be cognizant of the serious negative consequences that may result from poor quality in a system.
5. Honor contracts, agreements, and assigned responsibilities.
Honoring one's commitments is a matter of integrity and honesty. For the computer professional this includes ensuring that system elements perform as intended. Also, when one contracts for work with another party, one has an obligation to keep that party properly informed about progress toward completing that work.
An information professional has a responsibility to request a change in any assignment that he or she feels cannot be completed as defined. Only after serious consideration and with full disclosure of risks and concerns to the employer or client, should one accept the assignment. The major underlying principle here is the obligation to accept personal accountability for professional work. On some occasions other ethical principles may take greater priority.
1. Avoid harm to others.
"Harm" means injury or negative consequences, such as undesirable loss of information, loss of property, property damage, or unwanted environmental impacts. This principle prohibits use of information technology in ways that result in harm to any of the following: users, the general public, employees, employers. Harmful actions include intentional destruction or modification of files and programs leading to serious loss of resources or unnecessary expenditure of human resources such as the time and effort required to purge systems of "computer viruses."
Well-intended actions, including those that accomplish assigned duties, may lead to harm unexpectedly. In such an event the responsible person or persons are obligated to undo or mitigate the negative consequences as much as possible. One way to avoid unintentional harm is to carefully consider potential impacts on all those affected by decisions made during design and implementation.
2. Be honest and trustworthy.
Honesty is an essential component of trust. Without trust an organization cannot function effectively. The honest employee will not make deliberately false or deceptive claims about a system or system design, but will instead provide full disclosure of all pertinent system limitations and problems.
3. Be fair and take action not to discriminate.
The values of equality, tolerance, respect for others, and the principles of equal justice govern this imperative. Discrimination on the basis of race, sex, religion, age, disability, national origin, or other such factors is an explicit violation of Fictional University Library policy and will not be tolerated.
Inequities between different groups of people may result from the use or misuse of information and technology. In a fair society,all individuals would have equal opportunity to participate in, or benefit from, the use of computer resources regardless of race, sex, religion, age, disability, national origin or other such similar factors. However, these ideals do not justify unauthorized use of computer resources nor do they provide an adequate basis for violation of any other ethical imperatives of this code.
4. Strive to achieve the highest quality, effectiveness and dignity in both the process and products of professional work. This includes articulating and supporting policies that protect the dignity of users and others affected by our organization.
Excellence is perhaps the most important obligation of a professional. Technology and information professionals must strive to achieve quality and to be cognizant of the serious negative consequences that may result from poor quality in a system.
5. Honor contracts, agreements, and assigned responsibilities.
Honoring one's commitments is a matter of integrity and honesty. For the computer professional this includes ensuring that system elements perform as intended. Also, when one contracts for work with another party, one has an obligation to keep that party properly informed about progress toward completing that work.
An information professional has a responsibility to request a change in any assignment that he or she feels cannot be completed as defined. Only after serious consideration and with full disclosure of risks and concerns to the employer or client, should one accept the assignment. The major underlying principle here is the obligation to accept personal accountability for professional work. On some occasions other ethical principles may take greater priority.
Sunday, April 6, 2008
About my Elevator Speech
In thinking about my elevator speech, I tried to have it be well-structured. That is, I wanted to start out with an unambiguous beginning that summarized the whole speech, and then discuss the rest of it in a structure that brought together my past (educational background and interests), my present (current work at the School of Medicine and classwork at SILS), and my future (an interest in working with educational technologies at a University Library or similar environment). I felt this way of structuring the talk could guide me in what I included, how much detail I should mention, etc.
Saying it out-loud made me realize that this talk needs some work. I don't want to sound too repetitive, and I would like for it to flow freely, like talking to someone in an elevator, perhaps. My speech was well-received by my audience of one. I was told that it was good that it seemed so integrated, but that I might want to work on it some more in order to give a smooth delivery.
Saying it out-loud made me realize that this talk needs some work. I don't want to sound too repetitive, and I would like for it to flow freely, like talking to someone in an elevator, perhaps. My speech was well-received by my audience of one. I was told that it was good that it seemed so integrated, but that I might want to work on it some more in order to give a smooth delivery.
"Elevator Speech" about my Future Career Path
I am interested in educational technology. Over the years I have had a number of jobs related to teaching, whether that be English as a second language, running an afterschool program for elementary school students, or teaching college-level classes as a graduate student. As I was pursuing a Ph.D. in Religious Studies, I found that what really interested me was ways in which I could employ emerging technologies to aid the educational experience for students. This has manifested itself in a number of ways.
I am interested in online classes, yes, but that is only one component of my larger interest in educational technology. I have created wikis for graduate and undergraduate courses, built an online anatomy text book for medical students, helped to create a content management system that would serve the internal interests of administration, departments and student groups at the Medical School. I am presently part of a working group that is forging a multimedia database for the School of Medicine, with the goal of creating a web-accessible source for images, videos, lectures and other materials for greater use and re-use. This summer I will be working at North Carolina State University's main library to work on new ways of building web sites and applications that can be employed to better assist specific courses in accessing the resources available through the library.
My coursework at the School of Information and Library sciences has been guided by an interest in the ways that the creative use of information architecture, databases and web applications can be employed to find new modes for pedagogy and educational support at the university level, through the library or in the classroom. In choosing my courses, I have consistently sought to increase my technical abilities and knowledge in order to enable new avenues for using technology to enhance and improve the educational experience. Because I have a passion for this field, I would love to continue to develop my career in this direction, working at a position, either at a University library or a related job, that would allow me to find creative educational uses for emerging technologies.
I am interested in online classes, yes, but that is only one component of my larger interest in educational technology. I have created wikis for graduate and undergraduate courses, built an online anatomy text book for medical students, helped to create a content management system that would serve the internal interests of administration, departments and student groups at the Medical School. I am presently part of a working group that is forging a multimedia database for the School of Medicine, with the goal of creating a web-accessible source for images, videos, lectures and other materials for greater use and re-use. This summer I will be working at North Carolina State University's main library to work on new ways of building web sites and applications that can be employed to better assist specific courses in accessing the resources available through the library.
My coursework at the School of Information and Library sciences has been guided by an interest in the ways that the creative use of information architecture, databases and web applications can be employed to find new modes for pedagogy and educational support at the university level, through the library or in the classroom. In choosing my courses, I have consistently sought to increase my technical abilities and knowledge in order to enable new avenues for using technology to enhance and improve the educational experience. Because I have a passion for this field, I would love to continue to develop my career in this direction, working at a position, either at a University library or a related job, that would allow me to find creative educational uses for emerging technologies.
Saturday, March 8, 2008
Fictional University Libraries Disaster Response Plan
FICTIONAL UNIVERSITY LIBRARIES DISASTER RESPONSE PLAN
(This document is purely for purposes of this course. Fictional University is just that--fictional. This document is based on the Disaster Response Plan for the University of Delaware libraries. The original document can be found at: http://www2.lib.udel.edu/Preservation/disaster_plan/disasterplan.htm)
I. Introduction
The collections in libraries, archives, museums, and other cultural institutions are constantly at risk of damage or loss from events such as fires, floods, roof leaks, and plumbing or other building system failures. To reduce the chances that a disaster will occur, and to minimize damage to collections if a disaster does occur, every collection-holding institution should have a disaster preparedness and response plan. Disaster preparedness is an ongoing process that includes identifying risks and potential hazards to the collections, taking steps to eliminate or reduce those risks whenever possible, and developing and maintaining a disaster response capability to minimize damage or loss in the event of a disaster.
In addition to procedures for emergency evacuation and power outages affecting Morris Library and those for reporting security and facility concerns, the Fictional University Library maintains this Disaster Response Plan for responding to emergencies involving the collections. The University also has an Emergency Guide for fire, medical, and other life-threatening emergencies.
I. Emergency Phone Numbers and Materials
Staff should refer to the Fictional University emergency phone list for information related to department heads, freezing facilities, etc. Please call 1- (800)-FIC-HELP for more information.
I.A. Contents of Disaster Trunks
There are trunks containing disaster supplies in Circulation under the light panel, in the Mail Room, and in Preservation outside the Women's Room on the Lower Level. Each trunk contains the following emergency supplies:
Item
Batteries
Bucket
Disaster Plan
Extension cord
Flashlight
Gloves - latex
Gloves - rubber
Jackets - tyvek
Markers
Newsprint paper
Paper towels - folded
Paper writing pads
Pencils
Pens
Plastic sheeting
Safety goggles
Scissors
Sponges
Tape - strapping
I.B. Supplies Stored in Preservation
The following disaster supplies are stored in Preservation, in cabinets outside the Women's Room on the Lower Level.
Item
Blotter paper
Blow dryer
Cameras (one-time use)
Cheesecloth
Clothesline
Clothespins
Crates (Rescubes)
Disaster Plan
Flashlights
Flashlight batteries
Freezer paper
Gloves - latex
Gloves - rubber
Hard hat
Mylar sheets
Newsprint paper
Paper towels
Paper writing pads
Pens, pencils, markers
Plastic sheeting
Plastic bags (grocery store)
Plastic trash bags
Plastic trays
Rags
Reemay
Respirators
Respirator replacement filters
Safety goggles
Scissors
Sponges
Tape - strapping
Tools (screwdrivers, etc.) - in Conservation
Zip ties
Dehumidifiers are stored in Room 012, the shelving storage room on the Lower Level near the Preservation Department. There is a key to Room 012 in the Circulation Unit.
II. Disaster Response Instructions for All Staff
III. Disaster Response Procedures for the Disaster Coordinating and Response Teams
III.A. Immediate Response Steps
III.A.1. Report the Emergency
a. FIRE or other life-threatening emergency
* Pull the fire alarm
* Leave the building (Public Safety Officers responding are responsible for evacuation)
* Notify Public Safety by calling 911
b. WATER
* Monday-Friday, 8 a.m. to 5 p.m. - Notify Library Facilities at x6955
* At all other times - Notify the Circulation Desk at x5455 (they will contact Public Safety at x2555 or University Facilities at x1155)
In reporting the emergency, remain calm, and provide the following information:
* Nature and location of the problem
* When the problem started
* Your name, location, and phone number
Stay on the phone until you have given all the necessary information. Do not be the first to hang up.
III.A.2. Notify the Disaster Coordinating Team
If collections are or could be affected, notify the Disaster Coordinating Team. One person may be designated to call the others.
III.A.3. Ensure Safety
Do not enter the affected area until it has been determined that is safe to do so.
If the Fire Department is called, they will be in charge of deciding when staff may re-enter the building.
In a Water Emergency, potential dangers to people include electrical shock, and exposure to sewage, chemicals, and mold.
To ensure safety in a Water Emergency:
* Turn off electricity in affected areas if necessary*
* Turn off water supply if it continues to run into affected areas*
* Ensure that no chemicals, sewage, or mold present health risks
* Cordon off unsafe areas
*Library staff do not have access to electrical or water shut-offs. Public Safety should contact Facilities (for nights and weekends, Emergency Maintenance) to shut off the electricity or the water.
Contaminated Water
If you are responding to a water emergency but have not determined the source, remember that the water could be contaminated. If you are handling affected collections or working in the wet area, wear protective clothing. Rubber gloves, safety glasses, and protective jackets are in the Disaster Trunks located in Circulation, the Mailroom, and Preservation Room 055.
Standing Water
If there is standing water on the floor, there is a risk of electrical shock. Do not enter the area until the electricity has been turned off.
III.A.4. Halt Damage
Shield library materials from the source of water by:
* Covering library materials with plastic sheeting if water is coming from above
* Making a dam barrier to keep water away from materials if flooding is from below
* Moving undamaged materials to another location if they are in jeopardy from water flow or high relative humidity (RH), BUT do not separate or space out dry or damp books and leave them in the disaster site when the RH remains high (keeping them tightly together on the shelves helps to keep them from swelling)
III.A.5. Stabilize the Environment
Work with Facilities staff to:
Keep temperature below 65ºF, lower if possible, by:
* Turning down heat or turning up air conditioning
* Opening windows if outside is colder than inside
Keep relative humidity below 35% by:
* Running dehumidifiers
* Running fans to keep air circulating
* Removing water-soaked materials such as books, carpeting, and ceiling tiles
* Removing water using wet vacuums and/or mops/squeegees
Monitor the temperature and relative humidity for at least 72 hours
III.A.6. Evaluate the Extent of Damage
Identify types of materials damaged and estimate quantities, e.g.,
* Books
* Unbound paper
* Photographic materials
* Magnetic media
Identify the nature of damage, e.g., materials are:
* Damp
* Wet
* Muddy
* Smoke damaged
* Fire damaged
Sketch on the floor plan or make a list of the call numbers ranges involved. Consult Morris Library Floor Plans.
III.A.7. Plan the Recovery Strategy
Determine priorities among damaged materials taking into consideration:
* Importance to the collection
* Chances for successful recovery
* Availability of replacements
Determine what recovery methods will be used, e.g.,
* Air drying
* Freeze drying
* Dehumidification
* Cleaning
Determine what resources are needed for the salvage operation:
* Labor (Disaster Response Team, Facilities, other volunteers)
* Workspace
* Supplies and equipment
* Freezer space
* Recovery services
III.A.8. Activate the Disaster Response Team
The Team leader uses the Disaster Response Team List to notify members. One person on the Team may be designated to call the others.
Team members should be told:
* The nature of the emergency
* Location of the emergency
* Where the team will gather
When Team members have gathered, the Team Leader:
* Apprises the Team of the emergency and outlines the salvage strategy
* Reviews salvage procedures
* Assigns tasks, including:
o Retrieval of supplies
o Documentation of damage
o Salvage tasks
o Communication with the media
III.B Salvage Procedures
III.B. 1. Salvage Procedures - Paper-Based Materials
III.B.1.a. Priorities and precautions
Books
Priorities
* Freeze or dry within 48 hours to avoid mold growth and minimize distortion
* Immediately freeze books with coated paper, keeping them wet until they can be frozen (unless they can be dried right away)
* Immediately freeze books with leather and vellum bindings (unless a conservator can dry them right away)
* Work first on books that have fallen on the floor, books with coated paper, and the wettest materials
* If books are wet and tightly packed on shelves, remove one or two so that they do not burst off the shelves as they swell (and incur further damage as they fall)
Handling precautions
* Do not open wet volumes, or close those that have fallen open
* Do not separate covers from textblocks
* Handle one item at a time
* Do not press water out of wet books – the paper is too fragile when wet
Unbound paper
Priorities
* Stable media – freeze or dry within 48 hours to avoid mold growth
* Soluble inks and pigments – immediately freeze or dry
* Coated paper – immediately freeze or dry
Handling precautions
* Do not try to separate single sheets (except to air dry- see “Separating wet sheets”)
* Keep documents in order and retain documentary information
* Do not blot surfaces of documents that have soluble media
III.B.1.b. Overview of recovery methods
Air drying – materials are dried by spreading them out on and/or interleaving them with absorbent paper in a work space in which the temperature and relative humidity are kept below 65% F and 35% RH, and fans are used to keep air circulating.
Use for:
* Damp books and books with wetness no more than 1 inch on the edges
* Small amounts of damp or partially wet unbound paper
* Very few wet books, but only if staff are available to dry them in a controlled environment
Don’t use for:
* Coated paper (unless just a few and they can be dried right away)
* Leather or vellum binding (air drying should only be done by a conservator)
* Large quantities of wet unbound paper
Freezing – Wet materials are stabilized by freezing to allow time to plan for recovery. Freezing is an interim step. Materials must be air dried or vacuum freeze dried after being removed from the freezer. Mold will not grow, and further distortion is halted once materials are frozen. Rapid freezing minimizes damage from ice crystals.
Vacuum freeze drying – After materials are frozen to prevent further distortion and mold growth, frozen materials are dried in a vacuum chamber. Materials remain frozen as water is removed. The water passes from a solid state (ice) to a vapor state.
Use for:
* Wet books and unbound paper
* Coated paper
* Soluble inks and dyes
* Large quantities of damp books or unbound paper if staff and space are not sufficient to air dry
Don’t use for:
* Leather- or vellum-bound books if the bindings are important to save (these should be air dried under controlled conditions by a conservator)
Vacuum drying (vacuum thermal drying) – Wet or frozen materials are dried in a vacuum chamber. A vacuum is drawn, heated air is put into the chamber, and a vacuum is applied again to pull out the moisture. Books distort more than when vacuum freeze dried. A lower-cost alternative for materials of lesser value.
Use for:
* Large quantities of unbound paper without intrinsic value
Don’t use for:
* Soluble inks and dyes
* Coated paper
Dehumidification – Materials are dried in place on shelves by large commercial dehumidifiers that are brought on site. Temperature and relative humidity in the area should be controlled. Books distort more than when vacuum freeze dried.
Use for:
* Moderately wet books
* Drying out the building
Don’t use for:
* Coated paper
* Leather or vellum bindings
Freezer drying – Materials are put in a freezer for months. Over time moisture sublimates out of the materials.
Use for:
* A few wet books
Don’t use for:
* Coated paper
III.B.1.c. Procedures for freezing
Pack materials to be frozen
Be sure that steps have been taken first to ensure safety, halt damage, and stabilize the environment.
Books
* If feasible, charge books out (keep in mind that wet books should not be opened). Alternatively, mark each box with the library’s name, and number each box. Use tags or masking tape to label. Make a list of each box and its contents: call number range, number of volumes, and whether materials are wet or damp
* Wrap each volume (or every other) in freezer or waxed paper (coated side in). Wrap a single sheet around, open at the fore-edge. Wrapping keeps frozen books from sticking together and keeps dyes from bleeding from one book cover to another.
* Pack books spine down in milk crates or cardboard cartons lined with plastic trash bags. It is easiest to turn the box on one side, lay each book flat, spine in, then turn the box upright when it is filled. Full boxes are desirable because further distortion is inhibited, but if boxes cannot be gotten to the freezer right away, do not fill them completely (wet books will continue to swell)
* Pack books that have fallen open as they are (do not try to close). Lay only one open book on top of a row of packed books, with waxed paper beneath it.
Unbound paper
* Place manuscript boxes in milk crates or cardboard boxes lined with plastic bags. If time permits interleave each manuscript box with freezer or waxed paper.
* If materials are not in boxes (wet boxes may have to be discarded) interleave every two inches of folded material with freezer or waxed paper.
Oversized unbound paper
* In drawers – sponge standing water out of map drawers. Remove drawers, then ship and freeze them stacked up with 1" x 2" wooden strips between them.
* Loose material - pack in bread trays, flat boxes, or on plywood sheets covered in polyethylene
* Rolled materials – bundle very loosely in small numbers
Transport to the loading dock
* If boxes get wet, do not stack them – the weight may crush those below
* Establish a route to the loading dock and mark the route with signs
* At the beginning transport only a few crates on trucks until a routine is established
Choose a freezing facility
Options are:
* Use local freezers
* Ship immediately to a freeze-drying company
* Rent refrigerated trucks(s)
* Hire freeze-drying company to remove materials from the disaster site
Contact the service provider needed and arrange for services. Specify quantity of materials to be frozen, and estimate arrival time. Prepare a written contract for freeze drying services in advance of sending materials, or at least before the vendor begins any treatment.
III.B.1.d. Procedures for air drying wet or damp paper-based materials
Prepare the drying site
Identify a work space for drying in which the environment can be controlled (65ºF, 35% RH, circulating air), and preferably with a large amount of table surface. If not, a floor will do.
Cover the tables or floor with plastic sheeting. Lay absorbent paper on the plastic. If using floors, delimit drying areas with tape and leave aisles for access.
Transport materials to the drying area either on trucks or packed as for freezing, depending on the quantity of materials and distance from disaster site to drying site.
Air drying procedures
Books
Coated paper - Freeze drying will give the best results for wet coated papers. If the book is partially wet, air dry by fanning open the pages and interleave between every page with waxed paper. Damp books should be stood on their heads and fanned open. Fan through the pages frequently.
Saturated books - Stand books on their heads on absorbent paper; open only the covers slightly to allow them to stand. Place absorbent paper between text block and covers. Lean two books together if they cannot stand alone, or support them with bookends. Change paper on table as soon as it becomes wet, and turn books alternately to rest on head and tail each time paper is changed. When most of the water has drained, follow procedure for partially wet books.
Partially wet books - Interleave absorbent paper every 20 leaves or so, with interleaving extending beyond the head (or tail) and fore-edge. (NOTE: For damp books with coated paper, interleave instead with waxed paper.) Lay books flat. Frequent changes are better then too many interleaves, which cause further distortion. Paper towels are best but unprinted newsprint will do. Change interleaving as soon as it becomes wet (depends on conditions, so check progress). When books are only slightly damp, follow the procedure for damp books.
Damp books - Stand on edge, fanned open a little bit, in a current of air (e.g., a fan). If the covers are damper than the text blocks, place absorbent paper between them. When almost but not completely dry, go to the final air drying step.
Final air drying step - When almost dry, lay books flat, place absorbent paper between covers and text block, reform them into their normal shape if possible, and place a light weight on top of each. Do not stack drying books together. Leave the weight in place until book is completely dry.
Unbound paper
Drying on a flat surface - Spread documents out on table or floor and change paper beneath as it becomes wet. Interleave stacks of paper every 25 sheets with paper towels or other absorbent paper, changing interleaving when it becomes wet. Note: Every sheet of coated paper need to be separated from one another before they begin to dry.
Separating wet sheets - Place a sheet of polyester film on top of a stack of wet unbound papers. Rub gently with a bone folder – the top sheet will adhere to the film. Hang the sheets of paper with film stuck to it on a clothesline. As they dry, they will separate from the film. Or, lay the wet sheet and film on a sheet of polyester web (such as non-woven interfacing fabric). Carefully peel off the film. Lay another sheet of polyester web on top of the wet sheet. Lay these out on tables to dry.
Final air drying step - Flatten by placing between two blotters and applying even pressure with weights.
Cleaning books
If staff and time permit, books that are covered with mud or silt may be washed prior to freezing or air drying.
Cleaning precautions
* Cleaning is a secondary priority; salvage of wet material is the first
* Cleaning requires careful handling. Staff should be carefully instructed before they are set to the task of cleaning.
* Opened volumes should not be washed
* Always wear long rubber gloves. This is a wet messy process, so staff should also wear waterproof footwear.
Cleaning procedure
* Hold books closed tightly enough to prevent dirt from getting into the textblock
* Immerse in clean water, and gently agitate and/or dab very gently with a sponge. Brush covers only (very gently) with a small (2?) paintbrush. Do not rub. Anything that does not come off by this method should be left, and removed after drying.
For more thorough cleaning:
* Set up three plastic garbage cans filled 1⁄2 to 3⁄4 full with clean water in an area where running water is available so that water can be changed
* Wash books as described above, passing books from one person to the next stationed at each trashcan, until they are clean.
III.B. 2. Salvage Procedures - Photographic Materials (prints, cased photos, negatives, transparencies, microfilm, & motion picture film)
III.B.2.a. Priorities and precautions for photographic materials
Priorities
* Although all photographic materials are sensitive and require immediate attention, in general, prints are more vulnerable than film or negatives, color more sensitive than black and white. If negatives exist for prints, however, it may make sense to salvage only the negatives, and make new prints later (this may not be appropriate for some fine art photography)
* Color slides, negatives, and film should be treated professionally within 48 hours.
* Some historic processes are extremely vulnerable to damage from water. If not air dried immediately, recovery rate is low (see procedures below for each). These include:
Wet collodion (collodion wet plate negatives, tintypes, Ambrotypes)
Daguerreotypes
Autochromes, Dufaycolor
Dye transfer prints
Deteriorated nitrate- and acetate-base negatives and film
Carbon prints and Woodburytypes
Precautions
* If possible, seek the assistance of professionals for salvage and recovery of photographic materials because of the variety of processes and their sensitivity in general
* Do not allow wet photographic materials (both prints and films) to dry in contact with one another – the emulsions will soften and stick to adjacent surfaces, and may be impossible to separate – see below for procedures for keeping them wet until recovery can begin.
* Do not touch the emulsion side of photographic materials
III.B.2.b. Procedures for salvaging photographic materials
General
Consult a professional if possible, but in general, the preferred recovery method for photographic materials is air drying, with the exception of microfilm and motion picture films. Film on long rolls can be handled more easily by reprocessing in mechanized processing machines by a professional processing lab. See procedures below for air drying for specific materials.
For materials that cannot be air dried immediately, and for microfilms and motion picture films, keep them wet and cool by sealing them while wet in plastic bags and immerse the bags in cold water in clean plastic pails. Add ice to the water to keep it cool, especially when shipping them for treatment. Arrange for treatment as soon as possible. For black and white, emulsions separate in 3 days. For color, color layers separate, and dyes fade, in 2 days.
If neither air drying nor arranging for treatment within the time limits above are possible, freeze materials as quickly as possible (quick freezing as in a blast freezer results in smaller (less damaging) ice crystals).
Procedures for drying prints
* Unframe and unmat prints, and keep identifying information with them.
* If prints have been exposed to dirty or salt water clean them by immersing them in cool clean water.
* Cover drying surface with absorbent paper, lay prints face up, and change paper when it becomes wet.
Special considerations for the following prints:
* Unmounted albumen prints – to prevent them from curling, dry with weights on the edges or under lightly weighted polyester web and blotters.
* Carbon prints and Woodburytypes – the binders swell considerably, so dry these as quickly as possible.
* Dye transfer prints – Dyes migrate so dry these as quickly as possible. If transporting them keep them horizontal.
Procedures for drying cased photographs (Daguerreotypes, Ambrotypes, tintypes in cases)
Air dry cased photographs as soon as possible. Do not immerse in water and do not freeze.
If water has gotten inside the case, dismantle and air dry all parts:
* Remove the assembly from the case
* Fold back the preserver frame
* If there is sealing tape, cut it and take the assembly apart
* Lay photographs face up with components beside them on absorbent paper, and change it as it becomes wet.
Procedures for drying negatives and transparencies
Roll film negatives – Dry emulsion side up on absorbent paper as it becomes wet, or hang carefully on a line with plastic clips
Sheet film negatives and transparencies – These have a gelatin layer on the back that could stick to paper. Hang to dry carefully on a line with plastic clips, or dry films emulsion side up on polyester web covered absorbent paper.
Glass negatives – Dry vertically by propping them up on their long sides or in racks. If broken, cracked, or with flaking emulsions, dry flat.
Color slides in plastic or paper mounts – Remove slides from plastic sleeves and pages. If a small amount, slides may be dried in their mounts if in a controlled environment. Otherwise, unmount slides, keep and dry the mounts if they have information on them, and hang slides on a line by edges with paper clips.
Deteriorated nitrate- and acetate-base negatives – The recovery rate is low. Dry these emulsion side up on sheets of polyester web over absorbent paper, and change paper as it becomes wet. If they are in an early state of deterioration they may be hung on lines with plastic clips to dry, but do not let them touch each other.
Motion picture film - If film is in cans, check if water has gotten inside. If only the containers are wet, dry them and relabel if necessary. If film is wet, fill the can with cold water, close the can, and pack into plastic bags and immerse bags in plastic pails filled with cool water. Add ice to keep cool, especially for shipping. Ship to a film processor for rewashing and drying as soon as possible.
Microfilm - Salvage master films. Consider leaving copy films if they can be replaced.
If water has gotten inside film rolls, keep rolls wet and in their boxes (add water into boxes if needed to ensure keeping them wet). Hold cardboard boxes and their labels together with rubber bands. Pack them into sealed garbage bags and immerse the bags in plastic pails filled with cool water. Add ice to keep them cool, especially for shipping. Send to a film processing lab as soon a possible.
If only a few rolls of film have gotten wet, they can be dried by winding over film rewinds (used for inspection) and cleaning with a film cleaner, which contains a solvent that encourages even drying.
Microfiche (silver-gelatin, diazo, and vesicular) – dry gently with a soft, lint-free cloth.
III.B. 3. Salvage Procedures - Magnetic Tape (video, audio, computer)
III.B.3.a. Magnetic tape priorities and precautions
Priorities
* Salvage older tapes before newer ones, cellulose acetate before PET
* Salvage master and unique tapes, leave those for which back-up copies exist.
* Some very old tapes used a paper substrate. Treat these as paper rather then as plastic film. They should be dried as soon as possible.
Precautions
* If the water is dirty or salty, do not allow tapes to dry out. Rinse them in clean water as soon as possible. Magnetic tape that gets wet in a disaster is not in immediate danger unless the water is dirty, or contains corrosive agents (e.g. sea water). If the water is clean, tapes can remain wet at room temperature for several days.
* Avoid recovery methods that use extreme heat or cold--both can damage tapes. Acceptable methods are air drying, dehumidification, and vacuum drying without heat.
III.B.3.b. Magnetic tape salvage and recovery procedures
Tapes on open reels (reel to reel audio, open reel computer tape)
Remove tape from canisters and remove wrap arounds. Then,
Tapes contaminated with mud or sewage:
* Rinse as soon as possible in clean water, then proceed as below
* If necessary to remove mud or sewage, add as little as possible of a mild dishwashing liquid (perfume and dye free) to the cleaning water
Properly wound tapes:
* Rinse in distilled water
* Blot carefully with a lint-free towel
* Air dry vertically at room temperature
If edges of the tape are fragile (due to poor tape pack) do not blot.
If tape is not properly wound and water has gotten inside the tape pack:
* Separate the reel flanges from the tape using a rubber grommet. This allows air flow and keeps the tape from sticking to the flange
* Air dry vertically--do not use heat
* When the tape looks dry on the outside, run the tape over [cleaning tissues, felt pads?]
* Copy the tape
Tape cassettes or cartridges (video and audio cassettes, computer cartridge tapes)
* If cassettes or cartridges are wet only on the outsides, air dry them on absorbent materials.
* If tape is wet inside the cassette or cartridge, dismantle and treat as open reel tapes.
III.B. 4. Salvage Procedures - Floppy Diskettes
III.B.4.a. Priorities and precautions for floppy diskettes
Priorities
* If back-up files exist, use them as the new originals and make new back-ups. Discard the damaged diskettes
Handling precautions
* Do not use heat to dry diskettes
* Do not freeze
* Do not touch the surface of a diskette
III.B.4.b. Salvage and recovery procedures for floppy diskettes
Damp but clean diskettes
* Dry using a hair dryer on the “air” setting (no heat)
* Holding the jacket slightly apart, circulate air through it until both sides of the diskette and jacket lining are thoroughly dry
* Copy the data onto a new diskette
Wet diskettes
* Remove diskettes from their jackets, being careful not to touch the diskette surface
Removing 3 1⁄2 " diskettes from their jackets:
* If the jacket has screws remove them
* Hold the diskette with the metal door side down
* Remove the door, letting the spring fall outward
* Open the jacket at the side using a microspatula
Removing 5 1⁄4 " diskettes from their jackets:
* Move the diskette to one side of the jacket
* Carefully cut the opposite side of the jacket (diskette is 1/16? from the edge)
Washing
* Wash diskette in a tray of distilled water
* Blot dry with a soft, lint-free cloth OR air dry if they can be propped up or hung by their holes so that their surfaces do not come in contact with anything
* Use a jacket from an undamaged diskette to copy the dried diskette:
* Open the jacket and remove the diskette:
o Insert the dried diskette and tape it shut so it won’t get caught in the drive
o Copy the diskette
o Discard diskettes after checking that copying was successful
o Use the jacket again for copying each affected diskette
o Clean the computer’s floppy drive heads
III.B. 5. Salvage Procedures - Compact Disks
III.B.5.a. Priorities and precautions for compact disks
Priorities
* Treat CDs affected by mud, sewage, or sea water before those that are only wet
* Paper enclosures and inserts are usually coated paper. Handle separately as coated paper.
Handling precautions
* Do not scratch either side of CDs. When drying them wipe radially from the center to the outer edge. Do not wipe in a circular motion.
III.B.5.b. Salvage and recovery procedures for compact disks
Mud or sewage affected CDs
* Wash in soapy water at room temperature
* Rinse in distilled water
* Air dry at room temperature or wipe gently with a clean, soft, lint-free cloth using a radial motion (straight line from the center to the outer edge)
Sea water affected CDs
* Immerse in clean tap water as soon as possible
* Rinse in distilled water
* Air dry at room temperature or wipe gently with a clean, soft, lint-free cloth using a radial motion (straight line from the center to the outer edge)
Fresh water affected CDs
* Rinse in distilled water
* Air dry at room temperature or wipe gently with a clean, soft, lint-free cloth using a radial motion (straight line from the center to the outer edge)
III.B. 6. Salvage Procedures - Phonograph Recordings - (vinyl, shellac, acetate discs)
III.B.6.a. Priorities and precautions for phonograph recordings
Priorities
* Salvage shellac and acetate before vinyl discs
* Freeze or dry enclosures within 48 hours (handle as paper)
Handling precautions
* Acetate and shellac discs are sensitive to water. Keep water contact to a minimum.
* Hold discs by their edges. Avoid touching the surfaces.
III.B.6.b. Salvage and recovery procedures for phonograph recordings
* Remove discs from sleeves and jackets
* If labels have separated, mark the centers of the discs with a grease pencil
* Dry separated labels, jackets, and sleeves as other paper materials
* Wash discs exposed to unclean water on a record cleaning machine, if possible. If not available, wash in trays of distilled water and 1% non-ionic wetting agent (Kodak Photo or Lissapol TN450)
* Set discs vertically in a rack to air dry
(This document is purely for purposes of this course. Fictional University is just that--fictional. This document is based on the Disaster Response Plan for the University of Delaware libraries. The original document can be found at: http://www2.lib.udel.edu/Preservation/disaster_plan/disasterplan.htm)
I. Introduction
The collections in libraries, archives, museums, and other cultural institutions are constantly at risk of damage or loss from events such as fires, floods, roof leaks, and plumbing or other building system failures. To reduce the chances that a disaster will occur, and to minimize damage to collections if a disaster does occur, every collection-holding institution should have a disaster preparedness and response plan. Disaster preparedness is an ongoing process that includes identifying risks and potential hazards to the collections, taking steps to eliminate or reduce those risks whenever possible, and developing and maintaining a disaster response capability to minimize damage or loss in the event of a disaster.
In addition to procedures for emergency evacuation and power outages affecting Morris Library and those for reporting security and facility concerns, the Fictional University Library maintains this Disaster Response Plan for responding to emergencies involving the collections. The University also has an Emergency Guide for fire, medical, and other life-threatening emergencies.
I. Emergency Phone Numbers and Materials
Staff should refer to the Fictional University emergency phone list for information related to department heads, freezing facilities, etc. Please call 1- (800)-FIC-HELP for more information.
I.A. Contents of Disaster Trunks
There are trunks containing disaster supplies in Circulation under the light panel, in the Mail Room, and in Preservation outside the Women's Room on the Lower Level. Each trunk contains the following emergency supplies:
Item
Batteries
Bucket
Disaster Plan
Extension cord
Flashlight
Gloves - latex
Gloves - rubber
Jackets - tyvek
Markers
Newsprint paper
Paper towels - folded
Paper writing pads
Pencils
Pens
Plastic sheeting
Safety goggles
Scissors
Sponges
Tape - strapping
I.B. Supplies Stored in Preservation
The following disaster supplies are stored in Preservation, in cabinets outside the Women's Room on the Lower Level.
Item
Blotter paper
Blow dryer
Cameras (one-time use)
Cheesecloth
Clothesline
Clothespins
Crates (Rescubes)
Disaster Plan
Flashlights
Flashlight batteries
Freezer paper
Gloves - latex
Gloves - rubber
Hard hat
Mylar sheets
Newsprint paper
Paper towels
Paper writing pads
Pens, pencils, markers
Plastic sheeting
Plastic bags (grocery store)
Plastic trash bags
Plastic trays
Rags
Reemay
Respirators
Respirator replacement filters
Safety goggles
Scissors
Sponges
Tape - strapping
Tools (screwdrivers, etc.) - in Conservation
Zip ties
Dehumidifiers are stored in Room 012, the shelving storage room on the Lower Level near the Preservation Department. There is a key to Room 012 in the Circulation Unit.
II. Disaster Response Instructions for All Staff
III. Disaster Response Procedures for the Disaster Coordinating and Response Teams
III.A. Immediate Response Steps
III.A.1. Report the Emergency
a. FIRE or other life-threatening emergency
* Pull the fire alarm
* Leave the building (Public Safety Officers responding are responsible for evacuation)
* Notify Public Safety by calling 911
b. WATER
* Monday-Friday, 8 a.m. to 5 p.m. - Notify Library Facilities at x6955
* At all other times - Notify the Circulation Desk at x5455 (they will contact Public Safety at x2555 or University Facilities at x1155)
In reporting the emergency, remain calm, and provide the following information:
* Nature and location of the problem
* When the problem started
* Your name, location, and phone number
Stay on the phone until you have given all the necessary information. Do not be the first to hang up.
III.A.2. Notify the Disaster Coordinating Team
If collections are or could be affected, notify the Disaster Coordinating Team. One person may be designated to call the others.
III.A.3. Ensure Safety
Do not enter the affected area until it has been determined that is safe to do so.
If the Fire Department is called, they will be in charge of deciding when staff may re-enter the building.
In a Water Emergency, potential dangers to people include electrical shock, and exposure to sewage, chemicals, and mold.
To ensure safety in a Water Emergency:
* Turn off electricity in affected areas if necessary*
* Turn off water supply if it continues to run into affected areas*
* Ensure that no chemicals, sewage, or mold present health risks
* Cordon off unsafe areas
*Library staff do not have access to electrical or water shut-offs. Public Safety should contact Facilities (for nights and weekends, Emergency Maintenance) to shut off the electricity or the water.
Contaminated Water
If you are responding to a water emergency but have not determined the source, remember that the water could be contaminated. If you are handling affected collections or working in the wet area, wear protective clothing. Rubber gloves, safety glasses, and protective jackets are in the Disaster Trunks located in Circulation, the Mailroom, and Preservation Room 055.
Standing Water
If there is standing water on the floor, there is a risk of electrical shock. Do not enter the area until the electricity has been turned off.
III.A.4. Halt Damage
Shield library materials from the source of water by:
* Covering library materials with plastic sheeting if water is coming from above
* Making a dam barrier to keep water away from materials if flooding is from below
* Moving undamaged materials to another location if they are in jeopardy from water flow or high relative humidity (RH), BUT do not separate or space out dry or damp books and leave them in the disaster site when the RH remains high (keeping them tightly together on the shelves helps to keep them from swelling)
III.A.5. Stabilize the Environment
Work with Facilities staff to:
Keep temperature below 65ºF, lower if possible, by:
* Turning down heat or turning up air conditioning
* Opening windows if outside is colder than inside
Keep relative humidity below 35% by:
* Running dehumidifiers
* Running fans to keep air circulating
* Removing water-soaked materials such as books, carpeting, and ceiling tiles
* Removing water using wet vacuums and/or mops/squeegees
Monitor the temperature and relative humidity for at least 72 hours
III.A.6. Evaluate the Extent of Damage
Identify types of materials damaged and estimate quantities, e.g.,
* Books
* Unbound paper
* Photographic materials
* Magnetic media
Identify the nature of damage, e.g., materials are:
* Damp
* Wet
* Muddy
* Smoke damaged
* Fire damaged
Sketch on the floor plan or make a list of the call numbers ranges involved. Consult Morris Library Floor Plans.
III.A.7. Plan the Recovery Strategy
Determine priorities among damaged materials taking into consideration:
* Importance to the collection
* Chances for successful recovery
* Availability of replacements
Determine what recovery methods will be used, e.g.,
* Air drying
* Freeze drying
* Dehumidification
* Cleaning
Determine what resources are needed for the salvage operation:
* Labor (Disaster Response Team, Facilities, other volunteers)
* Workspace
* Supplies and equipment
* Freezer space
* Recovery services
III.A.8. Activate the Disaster Response Team
The Team leader uses the Disaster Response Team List to notify members. One person on the Team may be designated to call the others.
Team members should be told:
* The nature of the emergency
* Location of the emergency
* Where the team will gather
When Team members have gathered, the Team Leader:
* Apprises the Team of the emergency and outlines the salvage strategy
* Reviews salvage procedures
* Assigns tasks, including:
o Retrieval of supplies
o Documentation of damage
o Salvage tasks
o Communication with the media
III.B Salvage Procedures
III.B. 1. Salvage Procedures - Paper-Based Materials
III.B.1.a. Priorities and precautions
Books
Priorities
* Freeze or dry within 48 hours to avoid mold growth and minimize distortion
* Immediately freeze books with coated paper, keeping them wet until they can be frozen (unless they can be dried right away)
* Immediately freeze books with leather and vellum bindings (unless a conservator can dry them right away)
* Work first on books that have fallen on the floor, books with coated paper, and the wettest materials
* If books are wet and tightly packed on shelves, remove one or two so that they do not burst off the shelves as they swell (and incur further damage as they fall)
Handling precautions
* Do not open wet volumes, or close those that have fallen open
* Do not separate covers from textblocks
* Handle one item at a time
* Do not press water out of wet books – the paper is too fragile when wet
Unbound paper
Priorities
* Stable media – freeze or dry within 48 hours to avoid mold growth
* Soluble inks and pigments – immediately freeze or dry
* Coated paper – immediately freeze or dry
Handling precautions
* Do not try to separate single sheets (except to air dry- see “Separating wet sheets”)
* Keep documents in order and retain documentary information
* Do not blot surfaces of documents that have soluble media
III.B.1.b. Overview of recovery methods
Air drying – materials are dried by spreading them out on and/or interleaving them with absorbent paper in a work space in which the temperature and relative humidity are kept below 65% F and 35% RH, and fans are used to keep air circulating.
Use for:
* Damp books and books with wetness no more than 1 inch on the edges
* Small amounts of damp or partially wet unbound paper
* Very few wet books, but only if staff are available to dry them in a controlled environment
Don’t use for:
* Coated paper (unless just a few and they can be dried right away)
* Leather or vellum binding (air drying should only be done by a conservator)
* Large quantities of wet unbound paper
Freezing – Wet materials are stabilized by freezing to allow time to plan for recovery. Freezing is an interim step. Materials must be air dried or vacuum freeze dried after being removed from the freezer. Mold will not grow, and further distortion is halted once materials are frozen. Rapid freezing minimizes damage from ice crystals.
Vacuum freeze drying – After materials are frozen to prevent further distortion and mold growth, frozen materials are dried in a vacuum chamber. Materials remain frozen as water is removed. The water passes from a solid state (ice) to a vapor state.
Use for:
* Wet books and unbound paper
* Coated paper
* Soluble inks and dyes
* Large quantities of damp books or unbound paper if staff and space are not sufficient to air dry
Don’t use for:
* Leather- or vellum-bound books if the bindings are important to save (these should be air dried under controlled conditions by a conservator)
Vacuum drying (vacuum thermal drying) – Wet or frozen materials are dried in a vacuum chamber. A vacuum is drawn, heated air is put into the chamber, and a vacuum is applied again to pull out the moisture. Books distort more than when vacuum freeze dried. A lower-cost alternative for materials of lesser value.
Use for:
* Large quantities of unbound paper without intrinsic value
Don’t use for:
* Soluble inks and dyes
* Coated paper
Dehumidification – Materials are dried in place on shelves by large commercial dehumidifiers that are brought on site. Temperature and relative humidity in the area should be controlled. Books distort more than when vacuum freeze dried.
Use for:
* Moderately wet books
* Drying out the building
Don’t use for:
* Coated paper
* Leather or vellum bindings
Freezer drying – Materials are put in a freezer for months. Over time moisture sublimates out of the materials.
Use for:
* A few wet books
Don’t use for:
* Coated paper
III.B.1.c. Procedures for freezing
Pack materials to be frozen
Be sure that steps have been taken first to ensure safety, halt damage, and stabilize the environment.
Books
* If feasible, charge books out (keep in mind that wet books should not be opened). Alternatively, mark each box with the library’s name, and number each box. Use tags or masking tape to label. Make a list of each box and its contents: call number range, number of volumes, and whether materials are wet or damp
* Wrap each volume (or every other) in freezer or waxed paper (coated side in). Wrap a single sheet around, open at the fore-edge. Wrapping keeps frozen books from sticking together and keeps dyes from bleeding from one book cover to another.
* Pack books spine down in milk crates or cardboard cartons lined with plastic trash bags. It is easiest to turn the box on one side, lay each book flat, spine in, then turn the box upright when it is filled. Full boxes are desirable because further distortion is inhibited, but if boxes cannot be gotten to the freezer right away, do not fill them completely (wet books will continue to swell)
* Pack books that have fallen open as they are (do not try to close). Lay only one open book on top of a row of packed books, with waxed paper beneath it.
Unbound paper
* Place manuscript boxes in milk crates or cardboard boxes lined with plastic bags. If time permits interleave each manuscript box with freezer or waxed paper.
* If materials are not in boxes (wet boxes may have to be discarded) interleave every two inches of folded material with freezer or waxed paper.
Oversized unbound paper
* In drawers – sponge standing water out of map drawers. Remove drawers, then ship and freeze them stacked up with 1" x 2" wooden strips between them.
* Loose material - pack in bread trays, flat boxes, or on plywood sheets covered in polyethylene
* Rolled materials – bundle very loosely in small numbers
Transport to the loading dock
* If boxes get wet, do not stack them – the weight may crush those below
* Establish a route to the loading dock and mark the route with signs
* At the beginning transport only a few crates on trucks until a routine is established
Choose a freezing facility
Options are:
* Use local freezers
* Ship immediately to a freeze-drying company
* Rent refrigerated trucks(s)
* Hire freeze-drying company to remove materials from the disaster site
Contact the service provider needed and arrange for services. Specify quantity of materials to be frozen, and estimate arrival time. Prepare a written contract for freeze drying services in advance of sending materials, or at least before the vendor begins any treatment.
III.B.1.d. Procedures for air drying wet or damp paper-based materials
Prepare the drying site
Identify a work space for drying in which the environment can be controlled (65ºF, 35% RH, circulating air), and preferably with a large amount of table surface. If not, a floor will do.
Cover the tables or floor with plastic sheeting. Lay absorbent paper on the plastic. If using floors, delimit drying areas with tape and leave aisles for access.
Transport materials to the drying area either on trucks or packed as for freezing, depending on the quantity of materials and distance from disaster site to drying site.
Air drying procedures
Books
Coated paper - Freeze drying will give the best results for wet coated papers. If the book is partially wet, air dry by fanning open the pages and interleave between every page with waxed paper. Damp books should be stood on their heads and fanned open. Fan through the pages frequently.
Saturated books - Stand books on their heads on absorbent paper; open only the covers slightly to allow them to stand. Place absorbent paper between text block and covers. Lean two books together if they cannot stand alone, or support them with bookends. Change paper on table as soon as it becomes wet, and turn books alternately to rest on head and tail each time paper is changed. When most of the water has drained, follow procedure for partially wet books.
Partially wet books - Interleave absorbent paper every 20 leaves or so, with interleaving extending beyond the head (or tail) and fore-edge. (NOTE: For damp books with coated paper, interleave instead with waxed paper.) Lay books flat. Frequent changes are better then too many interleaves, which cause further distortion. Paper towels are best but unprinted newsprint will do. Change interleaving as soon as it becomes wet (depends on conditions, so check progress). When books are only slightly damp, follow the procedure for damp books.
Damp books - Stand on edge, fanned open a little bit, in a current of air (e.g., a fan). If the covers are damper than the text blocks, place absorbent paper between them. When almost but not completely dry, go to the final air drying step.
Final air drying step - When almost dry, lay books flat, place absorbent paper between covers and text block, reform them into their normal shape if possible, and place a light weight on top of each. Do not stack drying books together. Leave the weight in place until book is completely dry.
Unbound paper
Drying on a flat surface - Spread documents out on table or floor and change paper beneath as it becomes wet. Interleave stacks of paper every 25 sheets with paper towels or other absorbent paper, changing interleaving when it becomes wet. Note: Every sheet of coated paper need to be separated from one another before they begin to dry.
Separating wet sheets - Place a sheet of polyester film on top of a stack of wet unbound papers. Rub gently with a bone folder – the top sheet will adhere to the film. Hang the sheets of paper with film stuck to it on a clothesline. As they dry, they will separate from the film. Or, lay the wet sheet and film on a sheet of polyester web (such as non-woven interfacing fabric). Carefully peel off the film. Lay another sheet of polyester web on top of the wet sheet. Lay these out on tables to dry.
Final air drying step - Flatten by placing between two blotters and applying even pressure with weights.
Cleaning books
If staff and time permit, books that are covered with mud or silt may be washed prior to freezing or air drying.
Cleaning precautions
* Cleaning is a secondary priority; salvage of wet material is the first
* Cleaning requires careful handling. Staff should be carefully instructed before they are set to the task of cleaning.
* Opened volumes should not be washed
* Always wear long rubber gloves. This is a wet messy process, so staff should also wear waterproof footwear.
Cleaning procedure
* Hold books closed tightly enough to prevent dirt from getting into the textblock
* Immerse in clean water, and gently agitate and/or dab very gently with a sponge. Brush covers only (very gently) with a small (2?) paintbrush. Do not rub. Anything that does not come off by this method should be left, and removed after drying.
For more thorough cleaning:
* Set up three plastic garbage cans filled 1⁄2 to 3⁄4 full with clean water in an area where running water is available so that water can be changed
* Wash books as described above, passing books from one person to the next stationed at each trashcan, until they are clean.
III.B. 2. Salvage Procedures - Photographic Materials (prints, cased photos, negatives, transparencies, microfilm, & motion picture film)
III.B.2.a. Priorities and precautions for photographic materials
Priorities
* Although all photographic materials are sensitive and require immediate attention, in general, prints are more vulnerable than film or negatives, color more sensitive than black and white. If negatives exist for prints, however, it may make sense to salvage only the negatives, and make new prints later (this may not be appropriate for some fine art photography)
* Color slides, negatives, and film should be treated professionally within 48 hours.
* Some historic processes are extremely vulnerable to damage from water. If not air dried immediately, recovery rate is low (see procedures below for each). These include:
Wet collodion (collodion wet plate negatives, tintypes, Ambrotypes)
Daguerreotypes
Autochromes, Dufaycolor
Dye transfer prints
Deteriorated nitrate- and acetate-base negatives and film
Carbon prints and Woodburytypes
Precautions
* If possible, seek the assistance of professionals for salvage and recovery of photographic materials because of the variety of processes and their sensitivity in general
* Do not allow wet photographic materials (both prints and films) to dry in contact with one another – the emulsions will soften and stick to adjacent surfaces, and may be impossible to separate – see below for procedures for keeping them wet until recovery can begin.
* Do not touch the emulsion side of photographic materials
III.B.2.b. Procedures for salvaging photographic materials
General
Consult a professional if possible, but in general, the preferred recovery method for photographic materials is air drying, with the exception of microfilm and motion picture films. Film on long rolls can be handled more easily by reprocessing in mechanized processing machines by a professional processing lab. See procedures below for air drying for specific materials.
For materials that cannot be air dried immediately, and for microfilms and motion picture films, keep them wet and cool by sealing them while wet in plastic bags and immerse the bags in cold water in clean plastic pails. Add ice to the water to keep it cool, especially when shipping them for treatment. Arrange for treatment as soon as possible. For black and white, emulsions separate in 3 days. For color, color layers separate, and dyes fade, in 2 days.
If neither air drying nor arranging for treatment within the time limits above are possible, freeze materials as quickly as possible (quick freezing as in a blast freezer results in smaller (less damaging) ice crystals).
Procedures for drying prints
* Unframe and unmat prints, and keep identifying information with them.
* If prints have been exposed to dirty or salt water clean them by immersing them in cool clean water.
* Cover drying surface with absorbent paper, lay prints face up, and change paper when it becomes wet.
Special considerations for the following prints:
* Unmounted albumen prints – to prevent them from curling, dry with weights on the edges or under lightly weighted polyester web and blotters.
* Carbon prints and Woodburytypes – the binders swell considerably, so dry these as quickly as possible.
* Dye transfer prints – Dyes migrate so dry these as quickly as possible. If transporting them keep them horizontal.
Procedures for drying cased photographs (Daguerreotypes, Ambrotypes, tintypes in cases)
Air dry cased photographs as soon as possible. Do not immerse in water and do not freeze.
If water has gotten inside the case, dismantle and air dry all parts:
* Remove the assembly from the case
* Fold back the preserver frame
* If there is sealing tape, cut it and take the assembly apart
* Lay photographs face up with components beside them on absorbent paper, and change it as it becomes wet.
Procedures for drying negatives and transparencies
Roll film negatives – Dry emulsion side up on absorbent paper as it becomes wet, or hang carefully on a line with plastic clips
Sheet film negatives and transparencies – These have a gelatin layer on the back that could stick to paper. Hang to dry carefully on a line with plastic clips, or dry films emulsion side up on polyester web covered absorbent paper.
Glass negatives – Dry vertically by propping them up on their long sides or in racks. If broken, cracked, or with flaking emulsions, dry flat.
Color slides in plastic or paper mounts – Remove slides from plastic sleeves and pages. If a small amount, slides may be dried in their mounts if in a controlled environment. Otherwise, unmount slides, keep and dry the mounts if they have information on them, and hang slides on a line by edges with paper clips.
Deteriorated nitrate- and acetate-base negatives – The recovery rate is low. Dry these emulsion side up on sheets of polyester web over absorbent paper, and change paper as it becomes wet. If they are in an early state of deterioration they may be hung on lines with plastic clips to dry, but do not let them touch each other.
Motion picture film - If film is in cans, check if water has gotten inside. If only the containers are wet, dry them and relabel if necessary. If film is wet, fill the can with cold water, close the can, and pack into plastic bags and immerse bags in plastic pails filled with cool water. Add ice to keep cool, especially for shipping. Ship to a film processor for rewashing and drying as soon as possible.
Microfilm - Salvage master films. Consider leaving copy films if they can be replaced.
If water has gotten inside film rolls, keep rolls wet and in their boxes (add water into boxes if needed to ensure keeping them wet). Hold cardboard boxes and their labels together with rubber bands. Pack them into sealed garbage bags and immerse the bags in plastic pails filled with cool water. Add ice to keep them cool, especially for shipping. Send to a film processing lab as soon a possible.
If only a few rolls of film have gotten wet, they can be dried by winding over film rewinds (used for inspection) and cleaning with a film cleaner, which contains a solvent that encourages even drying.
Microfiche (silver-gelatin, diazo, and vesicular) – dry gently with a soft, lint-free cloth.
III.B. 3. Salvage Procedures - Magnetic Tape (video, audio, computer)
III.B.3.a. Magnetic tape priorities and precautions
Priorities
* Salvage older tapes before newer ones, cellulose acetate before PET
* Salvage master and unique tapes, leave those for which back-up copies exist.
* Some very old tapes used a paper substrate. Treat these as paper rather then as plastic film. They should be dried as soon as possible.
Precautions
* If the water is dirty or salty, do not allow tapes to dry out. Rinse them in clean water as soon as possible. Magnetic tape that gets wet in a disaster is not in immediate danger unless the water is dirty, or contains corrosive agents (e.g. sea water). If the water is clean, tapes can remain wet at room temperature for several days.
* Avoid recovery methods that use extreme heat or cold--both can damage tapes. Acceptable methods are air drying, dehumidification, and vacuum drying without heat.
III.B.3.b. Magnetic tape salvage and recovery procedures
Tapes on open reels (reel to reel audio, open reel computer tape)
Remove tape from canisters and remove wrap arounds. Then,
Tapes contaminated with mud or sewage:
* Rinse as soon as possible in clean water, then proceed as below
* If necessary to remove mud or sewage, add as little as possible of a mild dishwashing liquid (perfume and dye free) to the cleaning water
Properly wound tapes:
* Rinse in distilled water
* Blot carefully with a lint-free towel
* Air dry vertically at room temperature
If edges of the tape are fragile (due to poor tape pack) do not blot.
If tape is not properly wound and water has gotten inside the tape pack:
* Separate the reel flanges from the tape using a rubber grommet. This allows air flow and keeps the tape from sticking to the flange
* Air dry vertically--do not use heat
* When the tape looks dry on the outside, run the tape over [cleaning tissues, felt pads?]
* Copy the tape
Tape cassettes or cartridges (video and audio cassettes, computer cartridge tapes)
* If cassettes or cartridges are wet only on the outsides, air dry them on absorbent materials.
* If tape is wet inside the cassette or cartridge, dismantle and treat as open reel tapes.
III.B. 4. Salvage Procedures - Floppy Diskettes
III.B.4.a. Priorities and precautions for floppy diskettes
Priorities
* If back-up files exist, use them as the new originals and make new back-ups. Discard the damaged diskettes
Handling precautions
* Do not use heat to dry diskettes
* Do not freeze
* Do not touch the surface of a diskette
III.B.4.b. Salvage and recovery procedures for floppy diskettes
Damp but clean diskettes
* Dry using a hair dryer on the “air” setting (no heat)
* Holding the jacket slightly apart, circulate air through it until both sides of the diskette and jacket lining are thoroughly dry
* Copy the data onto a new diskette
Wet diskettes
* Remove diskettes from their jackets, being careful not to touch the diskette surface
Removing 3 1⁄2 " diskettes from their jackets:
* If the jacket has screws remove them
* Hold the diskette with the metal door side down
* Remove the door, letting the spring fall outward
* Open the jacket at the side using a microspatula
Removing 5 1⁄4 " diskettes from their jackets:
* Move the diskette to one side of the jacket
* Carefully cut the opposite side of the jacket (diskette is 1/16? from the edge)
Washing
* Wash diskette in a tray of distilled water
* Blot dry with a soft, lint-free cloth OR air dry if they can be propped up or hung by their holes so that their surfaces do not come in contact with anything
* Use a jacket from an undamaged diskette to copy the dried diskette:
* Open the jacket and remove the diskette:
o Insert the dried diskette and tape it shut so it won’t get caught in the drive
o Copy the diskette
o Discard diskettes after checking that copying was successful
o Use the jacket again for copying each affected diskette
o Clean the computer’s floppy drive heads
III.B. 5. Salvage Procedures - Compact Disks
III.B.5.a. Priorities and precautions for compact disks
Priorities
* Treat CDs affected by mud, sewage, or sea water before those that are only wet
* Paper enclosures and inserts are usually coated paper. Handle separately as coated paper.
Handling precautions
* Do not scratch either side of CDs. When drying them wipe radially from the center to the outer edge. Do not wipe in a circular motion.
III.B.5.b. Salvage and recovery procedures for compact disks
Mud or sewage affected CDs
* Wash in soapy water at room temperature
* Rinse in distilled water
* Air dry at room temperature or wipe gently with a clean, soft, lint-free cloth using a radial motion (straight line from the center to the outer edge)
Sea water affected CDs
* Immerse in clean tap water as soon as possible
* Rinse in distilled water
* Air dry at room temperature or wipe gently with a clean, soft, lint-free cloth using a radial motion (straight line from the center to the outer edge)
Fresh water affected CDs
* Rinse in distilled water
* Air dry at room temperature or wipe gently with a clean, soft, lint-free cloth using a radial motion (straight line from the center to the outer edge)
III.B. 6. Salvage Procedures - Phonograph Recordings - (vinyl, shellac, acetate discs)
III.B.6.a. Priorities and precautions for phonograph recordings
Priorities
* Salvage shellac and acetate before vinyl discs
* Freeze or dry enclosures within 48 hours (handle as paper)
Handling precautions
* Acetate and shellac discs are sensitive to water. Keep water contact to a minimum.
* Hold discs by their edges. Avoid touching the surfaces.
III.B.6.b. Salvage and recovery procedures for phonograph recordings
* Remove discs from sleeves and jackets
* If labels have separated, mark the centers of the discs with a grease pencil
* Dry separated labels, jackets, and sleeves as other paper materials
* Wash discs exposed to unclean water on a record cleaning machine, if possible. If not available, wash in trays of distilled water and 1% non-ionic wetting agent (Kodak Photo or Lissapol TN450)
* Set discs vertically in a rack to air dry
Sunday, March 2, 2008
Assignment: The Pharmagen Corporation
The Pharmagen Corporation
This assignment, given to me in my INLS 585 course at SILS, is posted for reference. Please see my answers to this assignment below.
The following is a brief example of a simulation technique commonly referred to as an “In Basket Exercise.” Variations of this technique are used widely to illustrate the problem of managerial decision-making. You are to respond as if it were your decision to make in each case, not how you think a manager might respond in a real-life situation. Time is a factor. This simulation will end after 45 minutes (time yourself; the computer will not stop you).
Setting
As an employee of the Pharmagen Corporation, you have worked your way up to the position of Information Technology Director, and have finally taken some well-earned vacation time. When you get back from your two weeks in Hawaii, the first thing you do is check your computer, mailbox, and voice mail for all missed messages while you were out. There are quite a few of each, from varying patrons and vendors, and now you need to act on these to return the department to speed on all issues.
Here are some facts about your situation. The Pharmagen Corporation is a large, multinational pharmaceutical company that specializes in targeted drug delivery through genetics research as well as drug development. As the Director of the Information Technology department, you and your staff are responsible for satisfactorily answering questions for all researchers, technicians, negotiating with vendors for all useful databases, and maintaining relations with the different research, business, and administrative branches of the company in your physical location. You report to the Director of Information Services, Mr. Robert Flay (tech support and the library are also under this director). Three permanent staff members report to you: Jennifer, Ben and Ann. They share the tasks of the department.
The ability to prioritize is a vital part of any managerial position. For this exercise, pretend that you have sole responsibility for all of the decisions presented, and that results will be expected within a reasonable time frame for all requests. Delegation is allowed to any of your three other staff members, although a brief reply to the customer is required for each item, regardless of a delegated or delayed action.
As in so many managerial activities, time is a factor. This simulation will end after 45 minutes.
The organization chart of the company is below:
Here are the objects found in various communication mediums. It is now October 15, and you left before receiving any of these.
#1 – Memo
The Pharmagen Corporation
Office of the Vice President, Administration
From: S.C. Chase
To: All Department heads
Subject: Projection of space requirements, 200x-20xx
Date: October 1, 20xx
During the past few years, we have had a number of relocations of departments in the building, but our space needs continue to change as our organization grows. In a attempt to plan for space needs in the upcoming years, we are asking all departments to submit their anticipated need for space for the need five years. Would you review your department’s need and let me know by October 20.th Thank you.
#2 – e-mail
From: Bob Flay
To: Sandy DeFillippo
Subject: It’s that time again
Date: 10/10/03 10:25 am
Hi Sandy,
I hope your vacation was enjoyable. You’ve worked hard enough to deserve it! When you get back, however, it’s time for quarterly performance reviews again. Please obtain the forms through the administration office when you’re back in town, and have them prepared by November 1 to hand in to me.
Thanks,
Bob
#3 – voicemail, Oct. 05, 2003
Um, hi Sandy. This is Jennifer. I know that we haven’t had much of a chance to talk lately, and I’m off the day you get back, but I’ve had some…changes that I think we need to discuss when you get back from vacation. Oh, all right, I’ll tell you. I’m pregnant! I’m only about 3 months along now, but I’d like to discuss maternity leave and other considerations that may come along with you. Give me a call back, or come to my office when you get a chance and we can talk. See you soon. Bye!
#4 - email
From: John Brown
To: Sandy DeFillippo
Subject: Request for training
Date: 10/1/03
Dear Sandy:
As the recently appointed Director of Laboratory Research Services, I have noticed a lack of expertise in the researchers’ and technicians’ abilities with regard to their ability to deal with computer problems. While some do turn to the IT Department to handle the problems for them, some problems have arisen from waiting for IT staff delayed on other projects in the past. If you could schedule a few sessions within the next month to train the bulk of the laboratory staff, I would greatly appreciate it. Just contact me when you have the details.
Sincerely,
John Brown
Director of Laboratory Research Services
188 West Wing
Pharmgen Corporation
100 Pharmacy Drive
Chapel Hill, NC 27514
#5 – letter in mailbox
Dear Sir or Madam;
I am a recent college graduate with a degree in Computer Science, and am searching for a position in the pharmaceutical industry. I have a several assorted Microsoft certifications, including network security.
Although there are no job openings currently posted, I was hoping to place my resume on file with you in the eventuality that one does become available. Thank you for your time and consideration.
Sincerely,
Brad Koenig
#6 – voicemail, Oct. 5, 2003
Hi, Sandy, this is Rebecca McGrath in Marketing. One of my staff visited the IT department about a week ago to obtain some assistance with the computers in our department. To make a long story short, the problem ended up taking much longer than it should have and our department was without several computers for three days! This is a total waste of time and money that should not have been necessary. Please get back to me as soon as possible to discuss what we can do about not having a repeat of this poor performance.
#7 – e-mail
From: Neil Rosenbaum
To: Sandy DeFillippo
Subject: Wonderful!
Date: 10/2/03
Hi Sandy,
I’m one of the oncology researchers here and I just wanted to relay my compliments on the IT department’s work. I had a particularly thorny problem with a genetic sequence I was working on and needed quite a bit of assistance in obtaining the necessary computer memory, and in using the new software your department purchased for me. I was quite impressed by the wonderful personal help I received in doing my research. You’re doing a great job; keep it up!
Sincerely,
Neil Rosenbaum
#8 – voicemail 10/03/03
Hi Sandy, it’s Ben. I’m doing my best with the system-wide upgrades here, but I’m getting a respectable backlog despite using all of the hours I’m not directly helping the researchers. Would it be possible to get some help here, temporary sure, but permanent hopefully, so I can at least get caught up? Talk to you soon.
#9, #10 – memo and e-mail
From: Sheila Connor
To: All Directors
Subject: Monthly Meeting
Date: 10/05/03
I am writing to remind you all of our monthly directors meeting that is occurring, as always, on the 15th of the month. Please respond with action items for the agenda before Oct. 10th. Thank you, and I will see you on the 15th.
Sincerely,
Sheila Connor
CEO – Pharmagen Corporation
100 Pharmacy Drive
Chapel Hill, NC 27514
#11 – voicemail 10/11/03
Hi Sandy, it’s Ben again. I just ran into Mark from Sales in the hallway and he gave me a heads up. Apparently, the new plan from the top is to have “open houses” and do cross-training between departments. Should we start setting something tentative up so we can present something at least? Hope your vacation was good. Give me a call back when you get in. Thanks!
#12 – e-mail
From: Robert Flay
To: Sandy DeFillippo
Subject: Budgets
Date: 10/12/03
Hi Sandy,
Third quarter numbers have just come in and Information Services is going to have to cut by about 5% this year. This was the lowest cut I could get, but I know it’s difficult with the staff’s salaries. Work up a tentative budget and we can talk about where the money will come from. Please have it ready for a meeting on 10/20. Thanks.
Bob
#13 –Memo
From: Sheila Connor
To: All Directors
Subject: EPA Visit
Date: 10/14/03
To all directors:
The Environmental Protection Agency has scheduled a visit for November 1, 2003. Please have all departments prepared and pass word among the staff. No violations of code will be tolerated. Thank you.
Sheila Connor
CEO – Pharmagen Corporation
100 Pharmacy Drive
Chapel Hill, NC 27514
#14 – voicemail 10/02/03
Hi Sandy, this is Ann. I know you’re away right now, but I was hoping to take some comp time that I have coming to me. My husband and I need a few days away. When you get back, we can work out the details. Bye.
#15 – e-mail
From: Jan Stevenson
To: Sandy DeFillippo
Subject: Payments
Date: 10/13/03
Hi Sandy,
We’ve have a few problems here in Accounts Payable with your bills. We’re unable to process anything until we get the new account number for the IT department’s budget, and we need copies of each of the bills for filing histories. Until we get these things, we’re frozen on payments to any of the vendors. Thanks for replying promptly.
Jan
#16 – e-mail
From: Robert Flay
To: Sandy DeFillippo
Subject:
Date: 10/13/03
Hi Sandy,
I was out of town last week when you sent me an email about the patch for the new virus, and none of my staff received a copy. Consequently we did not perform the required updates, and now a couple of our computers are acting strangely. Could you send someone over here ASAP to fix this?
Bob
#17 – letter in mailbox
Dell Computers
10/10/03
Dell Corporate Headquarters:
One Dell Way
Round Rock, Texas 78682
Dear Dell Customer,
Your account (#83992848) is currently two months overdue. Unless we receive payment for a minimum of $12,500 with in the next two weeks, we will be forced to send your account to a collection agency. If that does not produce results, we will be forced to take legal action. Please respond as soon as possible to avoid further difficulties and cessation of services.
Sincerely,
Joanna Mecklen
#18 – 10/13/03 Voicemail
Hi Sandy, this is Jennifer. Morning sickness has really been getting to me, so instead of coming in at 8:30 every morning I’m usually here around 10:00, and making up the time in the evening. I’ve cleared it with Ben and Ann, but was hoping you would ok it until I’m feeling better. Thanks.
This assignment, given to me in my INLS 585 course at SILS, is posted for reference. Please see my answers to this assignment below.
The following is a brief example of a simulation technique commonly referred to as an “In Basket Exercise.” Variations of this technique are used widely to illustrate the problem of managerial decision-making. You are to respond as if it were your decision to make in each case, not how you think a manager might respond in a real-life situation. Time is a factor. This simulation will end after 45 minutes (time yourself; the computer will not stop you).
Setting
As an employee of the Pharmagen Corporation, you have worked your way up to the position of Information Technology Director, and have finally taken some well-earned vacation time. When you get back from your two weeks in Hawaii, the first thing you do is check your computer, mailbox, and voice mail for all missed messages while you were out. There are quite a few of each, from varying patrons and vendors, and now you need to act on these to return the department to speed on all issues.
Here are some facts about your situation. The Pharmagen Corporation is a large, multinational pharmaceutical company that specializes in targeted drug delivery through genetics research as well as drug development. As the Director of the Information Technology department, you and your staff are responsible for satisfactorily answering questions for all researchers, technicians, negotiating with vendors for all useful databases, and maintaining relations with the different research, business, and administrative branches of the company in your physical location. You report to the Director of Information Services, Mr. Robert Flay (tech support and the library are also under this director). Three permanent staff members report to you: Jennifer, Ben and Ann. They share the tasks of the department.
The ability to prioritize is a vital part of any managerial position. For this exercise, pretend that you have sole responsibility for all of the decisions presented, and that results will be expected within a reasonable time frame for all requests. Delegation is allowed to any of your three other staff members, although a brief reply to the customer is required for each item, regardless of a delegated or delayed action.
As in so many managerial activities, time is a factor. This simulation will end after 45 minutes.
The organization chart of the company is below:
Here are the objects found in various communication mediums. It is now October 15, and you left before receiving any of these.
#1 – Memo
The Pharmagen Corporation
Office of the Vice President, Administration
From: S.C. Chase
To: All Department heads
Subject: Projection of space requirements, 200x-20xx
Date: October 1, 20xx
During the past few years, we have had a number of relocations of departments in the building, but our space needs continue to change as our organization grows. In a attempt to plan for space needs in the upcoming years, we are asking all departments to submit their anticipated need for space for the need five years. Would you review your department’s need and let me know by October 20.th Thank you.
#2 – e-mail
From: Bob Flay
To: Sandy DeFillippo
Subject: It’s that time again
Date: 10/10/03 10:25 am
Hi Sandy,
I hope your vacation was enjoyable. You’ve worked hard enough to deserve it! When you get back, however, it’s time for quarterly performance reviews again. Please obtain the forms through the administration office when you’re back in town, and have them prepared by November 1 to hand in to me.
Thanks,
Bob
#3 – voicemail, Oct. 05, 2003
Um, hi Sandy. This is Jennifer. I know that we haven’t had much of a chance to talk lately, and I’m off the day you get back, but I’ve had some…changes that I think we need to discuss when you get back from vacation. Oh, all right, I’ll tell you. I’m pregnant! I’m only about 3 months along now, but I’d like to discuss maternity leave and other considerations that may come along with you. Give me a call back, or come to my office when you get a chance and we can talk. See you soon. Bye!
#4 - email
From: John Brown
To: Sandy DeFillippo
Subject: Request for training
Date: 10/1/03
Dear Sandy:
As the recently appointed Director of Laboratory Research Services, I have noticed a lack of expertise in the researchers’ and technicians’ abilities with regard to their ability to deal with computer problems. While some do turn to the IT Department to handle the problems for them, some problems have arisen from waiting for IT staff delayed on other projects in the past. If you could schedule a few sessions within the next month to train the bulk of the laboratory staff, I would greatly appreciate it. Just contact me when you have the details.
Sincerely,
John Brown
Director of Laboratory Research Services
188 West Wing
Pharmgen Corporation
100 Pharmacy Drive
Chapel Hill, NC 27514
#5 – letter in mailbox
Dear Sir or Madam;
I am a recent college graduate with a degree in Computer Science, and am searching for a position in the pharmaceutical industry. I have a several assorted Microsoft certifications, including network security.
Although there are no job openings currently posted, I was hoping to place my resume on file with you in the eventuality that one does become available. Thank you for your time and consideration.
Sincerely,
Brad Koenig
#6 – voicemail, Oct. 5, 2003
Hi, Sandy, this is Rebecca McGrath in Marketing. One of my staff visited the IT department about a week ago to obtain some assistance with the computers in our department. To make a long story short, the problem ended up taking much longer than it should have and our department was without several computers for three days! This is a total waste of time and money that should not have been necessary. Please get back to me as soon as possible to discuss what we can do about not having a repeat of this poor performance.
#7 – e-mail
From: Neil Rosenbaum
To: Sandy DeFillippo
Subject: Wonderful!
Date: 10/2/03
Hi Sandy,
I’m one of the oncology researchers here and I just wanted to relay my compliments on the IT department’s work. I had a particularly thorny problem with a genetic sequence I was working on and needed quite a bit of assistance in obtaining the necessary computer memory, and in using the new software your department purchased for me. I was quite impressed by the wonderful personal help I received in doing my research. You’re doing a great job; keep it up!
Sincerely,
Neil Rosenbaum
#8 – voicemail 10/03/03
Hi Sandy, it’s Ben. I’m doing my best with the system-wide upgrades here, but I’m getting a respectable backlog despite using all of the hours I’m not directly helping the researchers. Would it be possible to get some help here, temporary sure, but permanent hopefully, so I can at least get caught up? Talk to you soon.
#9, #10 – memo and e-mail
From: Sheila Connor
To: All Directors
Subject: Monthly Meeting
Date: 10/05/03
I am writing to remind you all of our monthly directors meeting that is occurring, as always, on the 15th of the month. Please respond with action items for the agenda before Oct. 10th. Thank you, and I will see you on the 15th.
Sincerely,
Sheila Connor
CEO – Pharmagen Corporation
100 Pharmacy Drive
Chapel Hill, NC 27514
#11 – voicemail 10/11/03
Hi Sandy, it’s Ben again. I just ran into Mark from Sales in the hallway and he gave me a heads up. Apparently, the new plan from the top is to have “open houses” and do cross-training between departments. Should we start setting something tentative up so we can present something at least? Hope your vacation was good. Give me a call back when you get in. Thanks!
#12 – e-mail
From: Robert Flay
To: Sandy DeFillippo
Subject: Budgets
Date: 10/12/03
Hi Sandy,
Third quarter numbers have just come in and Information Services is going to have to cut by about 5% this year. This was the lowest cut I could get, but I know it’s difficult with the staff’s salaries. Work up a tentative budget and we can talk about where the money will come from. Please have it ready for a meeting on 10/20. Thanks.
Bob
#13 –Memo
From: Sheila Connor
To: All Directors
Subject: EPA Visit
Date: 10/14/03
To all directors:
The Environmental Protection Agency has scheduled a visit for November 1, 2003. Please have all departments prepared and pass word among the staff. No violations of code will be tolerated. Thank you.
Sheila Connor
CEO – Pharmagen Corporation
100 Pharmacy Drive
Chapel Hill, NC 27514
#14 – voicemail 10/02/03
Hi Sandy, this is Ann. I know you’re away right now, but I was hoping to take some comp time that I have coming to me. My husband and I need a few days away. When you get back, we can work out the details. Bye.
#15 – e-mail
From: Jan Stevenson
To: Sandy DeFillippo
Subject: Payments
Date: 10/13/03
Hi Sandy,
We’ve have a few problems here in Accounts Payable with your bills. We’re unable to process anything until we get the new account number for the IT department’s budget, and we need copies of each of the bills for filing histories. Until we get these things, we’re frozen on payments to any of the vendors. Thanks for replying promptly.
Jan
#16 – e-mail
From: Robert Flay
To: Sandy DeFillippo
Subject:
Date: 10/13/03
Hi Sandy,
I was out of town last week when you sent me an email about the patch for the new virus, and none of my staff received a copy. Consequently we did not perform the required updates, and now a couple of our computers are acting strangely. Could you send someone over here ASAP to fix this?
Bob
#17 – letter in mailbox
Dell Computers
10/10/03
Dell Corporate Headquarters:
One Dell Way
Round Rock, Texas 78682
Dear Dell Customer,
Your account (#83992848) is currently two months overdue. Unless we receive payment for a minimum of $12,500 with in the next two weeks, we will be forced to send your account to a collection agency. If that does not produce results, we will be forced to take legal action. Please respond as soon as possible to avoid further difficulties and cessation of services.
Sincerely,
Joanna Mecklen
#18 – 10/13/03 Voicemail
Hi Sandy, this is Jennifer. Morning sickness has really been getting to me, so instead of coming in at 8:30 every morning I’m usually here around 10:00, and making up the time in the evening. I’ve cleared it with Ben and Ann, but was hoping you would ok it until I’m feeling better. Thanks.
The Pharmagen Corporation- An Exercise in Planning
In-box exercise: the Pharmagen Corporation.
This post is a response to an In-box exercise (posted above for reference)
I have chosen to organize my answer to this exercise as two sets of lists. The first list tells of the actions to be taken on each communication recieved, numbered in the order in which I received them. The second section sets out my plan for the day (and later in the week) with the actions to be taken at each time.
List 1: Actions to be Taken for Each Communication:
1. Ask Jennifer to handle space requirements. Important because it came from the Vice President of Administration, and because it is due in five days. Forward the memo on.
2. Ask Ben to get the forms from the admin office for the performance review. Due by Nov. 1 so it could be a less immediate priority.
3. Let's talk over lunch tomorrow over being pregnant. congrats. please check up on company policy and we can discuss changes as they come up.
4. Ask Ann to come up with a training plan. First training will happen in two weeks, then the next two will happen one and two weeks later.
5. Ben will handle this. (see #8)
6. Call Marketing back as a priority. We don't want people mad and think we don't care. Schedule an appointment to talk as soon as immediate priorities are finished.
7. Ask Jennifer to send him a nice response, priority level 2. file this away and read to our workers in next meeting.
8. Reply to Ben, telling him to handle a review of person from #5.
9., 10. Show up to the meeting!! Have a plan of action for self then. Ask for money to hire a temp to handle all the work. Use Ben's work and the backup mentioned by #6 as reasons why the temp is needed. Press for a lower reduction of budget at least. Mention the new training initiatives as well, or say that something must go. Make a pitch for why IT and training are particularly important for a thriving company.
11. When I talk to Ben, mention the trainings.
12. Start work on that budget tomorrow, after today's meeting.
13. EPA stuff doesn't become a priority until next week. But warn the staff about it now.
14. Talk with Ann about time off in a meeting tomorrow. Mention that this might not be the best time with so many things going on. Offer to be flexible if she is willing to work other hours.
15. Bills are important. Have this be a priority for an Jennifer.
16. This will be work for Ben.
17. This will be combined with the other money issue and given to Jennifer.
18. When you speak to Jennifer, say that is fine. We'll need her work, but the hours she works can be her own. Put her in charge of the finance problems.
List 2: Plan for the Day
1. Meeting with Staff members to catch them up to date and assign tasks
Jennifer: meeting Wednesday about pregnancy, change of hours ok, Finances (#17 and #15), nice note to #7 when she gets time.
Ben: #2 (quickly), #16, temp, mention Ann's trainings
Ann: #1, #4, set up a time to talk to her on Wed. about comp time.
-warn them about EPA stuff coming up. (#14)
2. Send note to company meeting asking for time to talk about my department
3. Think of pitch for staff meeting
4. Company Meeting (see #9)
5. Meeting with Marketing (#6) Right after the other two meetings.
6. Work on Budget issues.
7. Send note to my superior about meeting Tuesday to speak about all that is going on.
This post is a response to an In-box exercise (posted above for reference)
I have chosen to organize my answer to this exercise as two sets of lists. The first list tells of the actions to be taken on each communication recieved, numbered in the order in which I received them. The second section sets out my plan for the day (and later in the week) with the actions to be taken at each time.
List 1: Actions to be Taken for Each Communication:
1. Ask Jennifer to handle space requirements. Important because it came from the Vice President of Administration, and because it is due in five days. Forward the memo on.
2. Ask Ben to get the forms from the admin office for the performance review. Due by Nov. 1 so it could be a less immediate priority.
3. Let's talk over lunch tomorrow over being pregnant. congrats. please check up on company policy and we can discuss changes as they come up.
4. Ask Ann to come up with a training plan. First training will happen in two weeks, then the next two will happen one and two weeks later.
5. Ben will handle this. (see #8)
6. Call Marketing back as a priority. We don't want people mad and think we don't care. Schedule an appointment to talk as soon as immediate priorities are finished.
7. Ask Jennifer to send him a nice response, priority level 2. file this away and read to our workers in next meeting.
8. Reply to Ben, telling him to handle a review of person from #5.
9., 10. Show up to the meeting!! Have a plan of action for self then. Ask for money to hire a temp to handle all the work. Use Ben's work and the backup mentioned by #6 as reasons why the temp is needed. Press for a lower reduction of budget at least. Mention the new training initiatives as well, or say that something must go. Make a pitch for why IT and training are particularly important for a thriving company.
11. When I talk to Ben, mention the trainings.
12. Start work on that budget tomorrow, after today's meeting.
13. EPA stuff doesn't become a priority until next week. But warn the staff about it now.
14. Talk with Ann about time off in a meeting tomorrow. Mention that this might not be the best time with so many things going on. Offer to be flexible if she is willing to work other hours.
15. Bills are important. Have this be a priority for an Jennifer.
16. This will be work for Ben.
17. This will be combined with the other money issue and given to Jennifer.
18. When you speak to Jennifer, say that is fine. We'll need her work, but the hours she works can be her own. Put her in charge of the finance problems.
List 2: Plan for the Day
1. Meeting with Staff members to catch them up to date and assign tasks
Jennifer: meeting Wednesday about pregnancy, change of hours ok, Finances (#17 and #15), nice note to #7 when she gets time.
Ben: #2 (quickly), #16, temp, mention Ann's trainings
Ann: #1, #4, set up a time to talk to her on Wed. about comp time.
-warn them about EPA stuff coming up. (#14)
2. Send note to company meeting asking for time to talk about my department
3. Think of pitch for staff meeting
4. Company Meeting (see #9)
5. Meeting with Marketing (#6) Right after the other two meetings.
6. Work on Budget issues.
7. Send note to my superior about meeting Tuesday to speak about all that is going on.
Sunday, February 17, 2008
Exit interview forms
In addition to filling out the Termination Checklist below for procedures related to the institution, managers at Fictional University libraries should also follow the following guidelines for the termination meeting. As part of the meeting the employee should fill out the exit interview form provided below. All forms should be combined with any additional comments and given as a package to HR. All questions should be directed to the HR office.
Termination Meeting Guidelines
Conduct the meeting in sequence as follows:
1. Tell the employee the purpose of the meeting. Although the reason for termination should be communicated, there is no need to go through a step-by-step analysis of the documentation supporting the reason for discharge.
2. Advise that the decision is final and cannot be reversed.
3. Where appropriate, advise that alternative in-house positions were explored.
4. Emphasize that all relevant factors were reviewed.
5. If applicable, stress that everyone involved in management activities agreed to the decision.
6. Tell the employee the effective date of the termination.
7. Review with the employee a written summary of benefits. This summary should include, where applicable, severance pay, compensation for vacation and sick time, continuation of health and life insurance benefits, other benefits and re-employment assistance.
8. Have final paychecks ready. If the employee is to leave immediately, have any final checks, benefits or vacation payments prepared and inform the employee how to collect his or her personal belongings and leave the premises.
9. Other options:
Provide the employee with a written summary of projects to be transferred to ensure a smooth transition of work if the employee will remain as an active employee for a period of time.
Outline the next steps in the termination process, such as the last day of work, return of company ID, keys and credit cards.
10. End the interview by saying that the employee will be notified of any other matters that must be dealt with, such as continued health coverage.
11. Wish the employee good luck and express confidence in his or her future.
12. Stand, extend your hand and remain standing until the employee has left the meeting site.
Employee Exit Interview Form
TO: _______________________________________________________________
FROM: ____________________________________________________________
I would appreciate it if you would take a few minutes to respond to the questions below.
All answers will be held in strict confidence. Thank you.
How long were you employed? _________________________________________
Job classification? ___________________________________________________
Why are you leaving? ________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Would you describe your working relationship (with respect to both your particular job and your relationship with fellow workers) as pleasant or unpleasant?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Do you feel that your particular job was important and significant in the overall operation of the business?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Are there any particular practices or working conditions that either led to your decision to resign or that you feel are detrimental to a satisfactory working relationship? If so, have you any suggestions on how to eliminate them?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Are there any particular practices or working conditions that you feel are particularly beneficial to an effective working relationship and that should be maintained?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Would you care to make any other comments?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Signed: _____________________________ Date: _____________________
(Fictional University is an institution that exists solely in the context of this blog. The forms above were adapted from "Termination checklist and form" available at http://www.smartbiz.com/article/view/972/1/29. All changes made by Brian Moynihan.)
Termination Meeting Guidelines
Conduct the meeting in sequence as follows:
1. Tell the employee the purpose of the meeting. Although the reason for termination should be communicated, there is no need to go through a step-by-step analysis of the documentation supporting the reason for discharge.
2. Advise that the decision is final and cannot be reversed.
3. Where appropriate, advise that alternative in-house positions were explored.
4. Emphasize that all relevant factors were reviewed.
5. If applicable, stress that everyone involved in management activities agreed to the decision.
6. Tell the employee the effective date of the termination.
7. Review with the employee a written summary of benefits. This summary should include, where applicable, severance pay, compensation for vacation and sick time, continuation of health and life insurance benefits, other benefits and re-employment assistance.
8. Have final paychecks ready. If the employee is to leave immediately, have any final checks, benefits or vacation payments prepared and inform the employee how to collect his or her personal belongings and leave the premises.
9. Other options:
Provide the employee with a written summary of projects to be transferred to ensure a smooth transition of work if the employee will remain as an active employee for a period of time.
Outline the next steps in the termination process, such as the last day of work, return of company ID, keys and credit cards.
10. End the interview by saying that the employee will be notified of any other matters that must be dealt with, such as continued health coverage.
11. Wish the employee good luck and express confidence in his or her future.
12. Stand, extend your hand and remain standing until the employee has left the meeting site.
Employee Exit Interview Form
TO: _______________________________________________________________
FROM: ____________________________________________________________
I would appreciate it if you would take a few minutes to respond to the questions below.
All answers will be held in strict confidence. Thank you.
How long were you employed? _________________________________________
Job classification? ___________________________________________________
Why are you leaving? ________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Would you describe your working relationship (with respect to both your particular job and your relationship with fellow workers) as pleasant or unpleasant?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Do you feel that your particular job was important and significant in the overall operation of the business?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Are there any particular practices or working conditions that either led to your decision to resign or that you feel are detrimental to a satisfactory working relationship? If so, have you any suggestions on how to eliminate them?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Are there any particular practices or working conditions that you feel are particularly beneficial to an effective working relationship and that should be maintained?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Would you care to make any other comments?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Signed: _____________________________ Date: _____________________
(Fictional University is an institution that exists solely in the context of this blog. The forms above were adapted from "Termination checklist and form" available at http://www.smartbiz.com/article/view/972/1/29. All changes made by Brian Moynihan.)
Termination Checklist
The following checklist will help guide you through the various actions to take when an employee leaves Fictional University. As soon as you are aware of and/or receive a letter from an employee that notifies you of the employee's intention to terminate employment, notify the Human Resources office. Contact HR immediately if there are any problems or questions concerning the employee's return of University property.
University Property ________________________________
-Retrieve building and other keys (including keys to University-owned vehicles)
-Retrieve and/or disable electronic access cards
-Retrieve University ID card
-Retrieve University credit cards (e.g., American Express card)
-Verify that employee has returned all University property (e.g., cell phone, pagers, laptops, University-provided clothing, tools, equipment)
-Arrange return of portable computer terminals and related equipment not at the employee’s University work location
-Retrieve any other University property
-Ensure that the employee leaves all University reference materials (e.g., department files, manuals, computer files)
-Verify that the employee has returned all materials borrowed for work purposes from the University Libraries System or Coordinate Libraries
Financial __________________________________________
-Verify that travel advance/expense report balances equal zero; make sure any outstanding expense reports are submitted for payment
-Verify that any emergency loans have been fully repaid; if not, arrange for the balance to be paid
-Verify that all Petty Cash reimbursements for the employee are completed
Payment of money owed the employee: Any unpaid expenses for company business purposes (turned in on an expense report), unpaid commission and bonuses will be paid in the final pay check.
-Confidentiality and Non-compete Agreements
-Cancel University credit cards, phone credit cards and telephone authorization code (if applicable)
-Cancel financial read and signature authority
-Cancel Petty Cash authority
-End paylines in Oracle Labor Distribution
-Complete Vacation Accrual Funding Form, if necessary.
Computer/Phone ______________________________________
-Cancel accounts (e.g., Eudora)
-Cancel or transfer phone lines
-Disconnect or transfer University paid utilities maintained at the employee’s home (e.g., DSL lines)
-Close personal computer accounts
-Change password on any shared computer account
-Remove access to departmental computers and systems, including Local Area Networks
Other Important Items _________________________________
-If employee has resigned, obtain letter of resignation (or confirm oral resignation in writing)
-Ensure completion of employee’s final timesheet/leave record
-Make final paycheck available on the employee’s last day of work
-Schedule Confidential exit interview: Exiting employees are encouraged to participate in a confidential exit interview with the Human Resources department. (Exit interviews are an important process you can use to gather information regarding the working environment in your organization. When notified that an employee is terminating employment, your HR office will schedule an exit interview. All information gathered is confidential and is reported periodically in summary form.
-Refer the employee to Benefits for any benefits issues
-Provide employee with brochure “When You Leave Fictional University”
-Review of confidentiality or non-compete agreement: Any confidentiality agreement or non-compete agreement that the exiting employee signed when commencing employment should be reviewed to make certain the employee understands what is expected.
-Ensure that employee’s home address and phone number (as listed in Fictional University files) are correct so that W-2’s will be mailed to the appropriate address
-Refer the employee to Transportation Services for a possible prorated refund on a parking permit
-Notify Fictional University’s Unemployment Insurance administrator, FAX 919-999-8844, Tel. 888-999-9242.
-If employee is on H-1 visa status, notify Employee & Labor Relations (5 1087) to insure compliance with special requirements (e.g., notify INS; make necessary arrangements for one way ticket to employee’s country of origin if employee is involuntarily terminated; etc.)
-Terminate employee in Payroll/HR system
-Deactivate University ID and PIN
-Remove employee’s name from distribution and phone lists
-Cancel or transfer University-paid subscriptions and memberships in professional organizations
-Communicate departure of employee to staff
Employee __________________________
Supervisor _________________________
Department ________________________
Date of Separation ___________________
(Fictional University is a non-existent entity created for the purposes of this blog. The form above was adapted from a Stanford University termination checklist, available here: http://hrweb.stanford.edu/elr/forms/TERMINATION%20CHECKLIST11.doc and an employment ending checklist available here http://humanresources.about.com/od/whenemploymentends/a/end_employment.htm. All changes made by Brian Moynihan)
University Property ________________________________
-Retrieve building and other keys (including keys to University-owned vehicles)
-Retrieve and/or disable electronic access cards
-Retrieve University ID card
-Retrieve University credit cards (e.g., American Express card)
-Verify that employee has returned all University property (e.g., cell phone, pagers, laptops, University-provided clothing, tools, equipment)
-Arrange return of portable computer terminals and related equipment not at the employee’s University work location
-Retrieve any other University property
-Ensure that the employee leaves all University reference materials (e.g., department files, manuals, computer files)
-Verify that the employee has returned all materials borrowed for work purposes from the University Libraries System or Coordinate Libraries
Financial __________________________________________
-Verify that travel advance/expense report balances equal zero; make sure any outstanding expense reports are submitted for payment
-Verify that any emergency loans have been fully repaid; if not, arrange for the balance to be paid
-Verify that all Petty Cash reimbursements for the employee are completed
Payment of money owed the employee: Any unpaid expenses for company business purposes (turned in on an expense report), unpaid commission and bonuses will be paid in the final pay check.
-Confidentiality and Non-compete Agreements
-Cancel University credit cards, phone credit cards and telephone authorization code (if applicable)
-Cancel financial read and signature authority
-Cancel Petty Cash authority
-End paylines in Oracle Labor Distribution
-Complete Vacation Accrual Funding Form, if necessary.
Computer/Phone ______________________________________
-Cancel accounts (e.g., Eudora)
-Cancel or transfer phone lines
-Disconnect or transfer University paid utilities maintained at the employee’s home (e.g., DSL lines)
-Close personal computer accounts
-Change password on any shared computer account
-Remove access to departmental computers and systems, including Local Area Networks
Other Important Items _________________________________
-If employee has resigned, obtain letter of resignation (or confirm oral resignation in writing)
-Ensure completion of employee’s final timesheet/leave record
-Make final paycheck available on the employee’s last day of work
-Schedule Confidential exit interview: Exiting employees are encouraged to participate in a confidential exit interview with the Human Resources department. (Exit interviews are an important process you can use to gather information regarding the working environment in your organization. When notified that an employee is terminating employment, your HR office will schedule an exit interview. All information gathered is confidential and is reported periodically in summary form.
-Refer the employee to Benefits for any benefits issues
-Provide employee with brochure “When You Leave Fictional University”
-Review of confidentiality or non-compete agreement: Any confidentiality agreement or non-compete agreement that the exiting employee signed when commencing employment should be reviewed to make certain the employee understands what is expected.
-Ensure that employee’s home address and phone number (as listed in Fictional University files) are correct so that W-2’s will be mailed to the appropriate address
-Refer the employee to Transportation Services for a possible prorated refund on a parking permit
-Notify Fictional University’s Unemployment Insurance administrator, FAX 919-999-8844, Tel. 888-999-9242.
-If employee is on H-1 visa status, notify Employee & Labor Relations (5 1087) to insure compliance with special requirements (e.g., notify INS; make necessary arrangements for one way ticket to employee’s country of origin if employee is involuntarily terminated; etc.)
-Terminate employee in Payroll/HR system
-Deactivate University ID and PIN
-Remove employee’s name from distribution and phone lists
-Cancel or transfer University-paid subscriptions and memberships in professional organizations
-Communicate departure of employee to staff
Employee __________________________
Supervisor _________________________
Department ________________________
Date of Separation ___________________
(Fictional University is a non-existent entity created for the purposes of this blog. The form above was adapted from a Stanford University termination checklist, available here: http://hrweb.stanford.edu/elr/forms/TERMINATION%20CHECKLIST11.doc and an employment ending checklist available here http://humanresources.about.com/od/whenemploymentends/a/end_employment.htm. All changes made by Brian Moynihan)
Sunday, January 27, 2008
Job Posting: Research Data Specialist
Job Title: Research Data Specialist
Organization: Fictional University Libraries
Location: Woodlands Region, Our Great State
Description:
Fictional University Libraries (FUL) seeks an energetic and productive staff member to join the Metadata Services Department. Under the supervision of the Head of Metadata Services, the Research Data Specialist will play a key role in shaping the Library’s involvement in e-science, digital data curation, and supporting cyberscholarship for all disciplines. He or she will have the aptitude to stay abreast of scientific research trends, data documentation tools, and standards important for data exchange, reuse, and interoperability. Utilizing and applying various information technology tools for metadata manipulation and script execution is a key responsibility for this position. The Research Data Specialist will work at the intersection of digital data, technology, and metadata for the libraries. He or she will be responsible for consultation, assessment, and support services to facilitate all aspects of digital data curation. To be successful, close collaboration will be essential in working with library staff devoted to digital libraries, information technologies, public services, as well as the data working group and constituents of the University's life sciences initiative. The successful candidate will perform outreach and facilitate communication between the Libraries and research groups on campus.
Required Qualifications: MLS or equivalent. Ability to work well in a collaborative team-based environment. Strong communication (oral and writing), interpersonal, and presentation skills. Aptitude for and consistency in detailed work. Ability to analyze and to solve problems creatively and flexibly in a complex and rapidly changing environment. Strong service orientation and interest in information users' values and needs. Self-motivated and ability to multi-task.
Desired Qualifications: Knowledge of computational tools and techniques for data management and manipulation. Aptitude for learning digital collection management, electronic resource management, and metadata standards and formats. Familiarity with at least one metadata standard. Familiarity with commonly used repository platforms (e.g. Fedora, DSpace, ePrints). Ability to use various tools for metadata manipulation and scripting. Experience with relational database design, XML/XSLT, Java, Perl, Python, or PHP. Familiarity with Semantic Web specifications and experience in XML DTD and W3C schema creation. Ability to write and obtain grants and to manage grant-funded projects. Prior work experience in an academic or special library.
Background: Fictional University is a comprehensive research university located in the beautiful woodlands region of Our Great State. The town and university offer a unique cosmopolitan and international atmosphere in a beautiful natural setting. The university has approximately 15,000 students enrolled in undergraduate, graduate and professional schools. The Fictional University Library contains nearly 8 million printed volumes, 62,000 current serials, 378,000 networked electronic resources, and rich materials in other formats.
Application Information: Application Procedure: Applications requested by February 29, 2008. To apply for this position go to http://www.lib.fictu.edu/jobs, search under the job category of Librarians. Review of applications will begin immediately and will continue until the position is filled. Salary will be competitive and commensurate with experience. Fictional University is an Affirmative Action/Equal Opportunity Employer strongly committed to diversity. We value qualified candidates who can bring to our community a variety of backgrounds and experiences.
Organization: Fictional University Libraries
Location: Woodlands Region, Our Great State
Description:
Fictional University Libraries (FUL) seeks an energetic and productive staff member to join the Metadata Services Department. Under the supervision of the Head of Metadata Services, the Research Data Specialist will play a key role in shaping the Library’s involvement in e-science, digital data curation, and supporting cyberscholarship for all disciplines. He or she will have the aptitude to stay abreast of scientific research trends, data documentation tools, and standards important for data exchange, reuse, and interoperability. Utilizing and applying various information technology tools for metadata manipulation and script execution is a key responsibility for this position. The Research Data Specialist will work at the intersection of digital data, technology, and metadata for the libraries. He or she will be responsible for consultation, assessment, and support services to facilitate all aspects of digital data curation. To be successful, close collaboration will be essential in working with library staff devoted to digital libraries, information technologies, public services, as well as the data working group and constituents of the University's life sciences initiative. The successful candidate will perform outreach and facilitate communication between the Libraries and research groups on campus.
Required Qualifications: MLS or equivalent. Ability to work well in a collaborative team-based environment. Strong communication (oral and writing), interpersonal, and presentation skills. Aptitude for and consistency in detailed work. Ability to analyze and to solve problems creatively and flexibly in a complex and rapidly changing environment. Strong service orientation and interest in information users' values and needs. Self-motivated and ability to multi-task.
Desired Qualifications: Knowledge of computational tools and techniques for data management and manipulation. Aptitude for learning digital collection management, electronic resource management, and metadata standards and formats. Familiarity with at least one metadata standard. Familiarity with commonly used repository platforms (e.g. Fedora, DSpace, ePrints). Ability to use various tools for metadata manipulation and scripting. Experience with relational database design, XML/XSLT, Java, Perl, Python, or PHP. Familiarity with Semantic Web specifications and experience in XML DTD and W3C schema creation. Ability to write and obtain grants and to manage grant-funded projects. Prior work experience in an academic or special library.
Background: Fictional University is a comprehensive research university located in the beautiful woodlands region of Our Great State. The town and university offer a unique cosmopolitan and international atmosphere in a beautiful natural setting. The university has approximately 15,000 students enrolled in undergraduate, graduate and professional schools. The Fictional University Library contains nearly 8 million printed volumes, 62,000 current serials, 378,000 networked electronic resources, and rich materials in other formats.
Application Information: Application Procedure: Applications requested by February 29, 2008. To apply for this position go to http://www.lib.fictu.edu/jobs, search under the job category of Librarians. Review of applications will begin immediately and will continue until the position is filled. Salary will be competitive and commensurate with experience. Fictional University is an Affirmative Action/Equal Opportunity Employer strongly committed to diversity. We value qualified candidates who can bring to our community a variety of backgrounds and experiences.
Sunday, January 20, 2008
Interview Practice
This afternoon I interviewed Elena, one of the other students in the Management class. Our goal was to simulate an interview experience that we might find in the real world, and so we decided that since we didn’t know each other very well, we might be a good match for this assignment.
Elena is interested in working in a library after graduation. Though she now works at the Botany library at UNC and would like to continue with a similar job, she says she has not yet decided whether she would like to be at an academic or public library. While the academic side appeals to her, she also is drawn to the work environment at public libraries, particularly as she had a positive experience working as a high school science teacher in Atlanta and feels that she would like to be involved in a community in a similar way in the future. She brought along a copy of her resume, and I read it over and tried to convincingly play the role of the interviewer, a manager at a University science library. It was helpful to have someone else to talk to about the interviewing and job search process, because writing resumes is not a common activity for either of us, and asking questions like page length and interview strategies helped us both feel better about the process. Not feeling like we are in this alone helped as well. Though we both have a year until we will go on the job market, the job application process can be an anxiety-wrought business. I think we both appreciated the chance to do a few dry runs to have things in order before we actually have to go through the process in the real world.
As an interviewer I tried to draw a balance of questions. I asked her about her long-term goals, the reason she was interested in this position, and what she felt her strengths were. After a few easier questions I tried to ask some less-comfortable questions, the ones I have always felt were the most difficult for me as an interviewee in the past. These include questions like “Describe a situation where you disagreed with a supervisor in the past and how you handled the situation. How would you have handled it differently in hindsight?” Elena seemed very practiced and handled the questions smoothly. I think the fact that she was thinking about applying for a very specific job- one at the library where she now works- helped her focus in a way that made answering all of these questions easier.
When it came time for my interview, I showed Elena a job posting for the kind of position I might be interested in having. It was for a metadata and information systems job at a small University library. I don’t feel that I answered my questions as smoothly as Elena had done, partially because I was not entirely sure about the kind of position I would like to hold when I graduate over a year from now, and partially because I am out of practice with professional interviews. My last interview, for my current job, was held over the phone while I was in a hotel lobby in Mexico City- hardly the most common setting for an interview of that kind. However, even under such strange circumstances my boss, my coworker and I were able to get something of a sense that we would work well together, and indeed things have gone well at my job. I find the prospect of interviewing for a theoretical job very daunting, but when I am trying for a specific position that is well suited to my skills and personality it is far more enjoyable.
Elena is interested in working in a library after graduation. Though she now works at the Botany library at UNC and would like to continue with a similar job, she says she has not yet decided whether she would like to be at an academic or public library. While the academic side appeals to her, she also is drawn to the work environment at public libraries, particularly as she had a positive experience working as a high school science teacher in Atlanta and feels that she would like to be involved in a community in a similar way in the future. She brought along a copy of her resume, and I read it over and tried to convincingly play the role of the interviewer, a manager at a University science library. It was helpful to have someone else to talk to about the interviewing and job search process, because writing resumes is not a common activity for either of us, and asking questions like page length and interview strategies helped us both feel better about the process. Not feeling like we are in this alone helped as well. Though we both have a year until we will go on the job market, the job application process can be an anxiety-wrought business. I think we both appreciated the chance to do a few dry runs to have things in order before we actually have to go through the process in the real world.
As an interviewer I tried to draw a balance of questions. I asked her about her long-term goals, the reason she was interested in this position, and what she felt her strengths were. After a few easier questions I tried to ask some less-comfortable questions, the ones I have always felt were the most difficult for me as an interviewee in the past. These include questions like “Describe a situation where you disagreed with a supervisor in the past and how you handled the situation. How would you have handled it differently in hindsight?” Elena seemed very practiced and handled the questions smoothly. I think the fact that she was thinking about applying for a very specific job- one at the library where she now works- helped her focus in a way that made answering all of these questions easier.
When it came time for my interview, I showed Elena a job posting for the kind of position I might be interested in having. It was for a metadata and information systems job at a small University library. I don’t feel that I answered my questions as smoothly as Elena had done, partially because I was not entirely sure about the kind of position I would like to hold when I graduate over a year from now, and partially because I am out of practice with professional interviews. My last interview, for my current job, was held over the phone while I was in a hotel lobby in Mexico City- hardly the most common setting for an interview of that kind. However, even under such strange circumstances my boss, my coworker and I were able to get something of a sense that we would work well together, and indeed things have gone well at my job. I find the prospect of interviewing for a theoretical job very daunting, but when I am trying for a specific position that is well suited to my skills and personality it is far more enjoyable.
Sunday, January 13, 2008
Fictional University
I am the leader of the information technology department at the main library of Fictional University. Fictional University is a fairly large state university of roughly 15,000 students, and is a school with a reputation for having excellent libraries. The group I manage handles various forms of technology work for the library, with services including systems administration, creation and maintenance of the library’s web site and internal databases, as well as managing instructional technology, GIS and digitization work. I am the manager, directly or indirectly, of about 30 people, with five of my employees overseeing other workers in some capacity. That includes one manager each for the systems, web site, databases, instructional technology sections, and a final manager who oversees both GIS and digital collections. My department is one of several at the library, and we serve a large community of students, faculty and staff, both on site and remotely, on a daily basis.
In order to fulfill its role as one of the nation’s premiere academic libraries, Fictional University has led the charge to integrate Web 2.0 technologies into its libraries. This includes the increasing use of social networking sites, blogs and online help to reach a wide spectrum of patrons. Following the shifting roles of modern libraries, our library has sought to draw in undergraduate students through a learning commons that integrates innovative architectural and technological design work to create a vibrant “third space” for the library. We have also recently become involved in cataloguing and hosting the University’s growing collection of instructional videos. Finally, we have sought to integrate new faceted browsing as a method for improving search results for patrons searching our collection.
Because we are involved in such a wide range of activities, and because technology is constantly offering new challenges and opportunities for our library, managing this group is never dull. I try to allow my employees to use their own judgment in performing their jobs when possible, and encourage their input for ways to improve our services. When possible I try to offer a flexible work environment and encourage open discussion about which technologies to use and best practices for our working environment.
In order to fulfill its role as one of the nation’s premiere academic libraries, Fictional University has led the charge to integrate Web 2.0 technologies into its libraries. This includes the increasing use of social networking sites, blogs and online help to reach a wide spectrum of patrons. Following the shifting roles of modern libraries, our library has sought to draw in undergraduate students through a learning commons that integrates innovative architectural and technological design work to create a vibrant “third space” for the library. We have also recently become involved in cataloguing and hosting the University’s growing collection of instructional videos. Finally, we have sought to integrate new faceted browsing as a method for improving search results for patrons searching our collection.
Because we are involved in such a wide range of activities, and because technology is constantly offering new challenges and opportunities for our library, managing this group is never dull. I try to allow my employees to use their own judgment in performing their jobs when possible, and encourage their input for ways to improve our services. When possible I try to offer a flexible work environment and encourage open discussion about which technologies to use and best practices for our working environment.
Sunday, January 6, 2008
Welcome!
Welcome to my blog, Management of Information Agencies. It will serve as my blog for a management course at the School of Information and Library Science at the University of North Carolina, Chapel Hill.
As you might imagine, "Fictional University" is indeed a fictional university. Any posts that regard this university are not to be taken seriously.
(Thanks to and apologies to Cornell University for the "job post" entry above, which borrows heavily from their excellently-structured and finely-worded post for a similar position. For more information please see: http://www.lisjobs.com/jobs/item.asp?ID=37202. All changes made by Brian Moynihan. And if you are from Cornell, please consider me for the position!)
As you might imagine, "Fictional University" is indeed a fictional university. Any posts that regard this university are not to be taken seriously.
(Thanks to and apologies to Cornell University for the "job post" entry above, which borrows heavily from their excellently-structured and finely-worded post for a similar position. For more information please see: http://www.lisjobs.com/jobs/item.asp?ID=37202. All changes made by Brian Moynihan. And if you are from Cornell, please consider me for the position!)
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