Leadership in a Change Project

Running head: LEADERSHIP IN A CHANGE PROJECT

Leadership in a Change Project

Nyoka Maxwell

Laurentian University

LUSL 4056 – Professional Growth V

Dr. Nancy Sears

6/19/2015

LEADERSHIP IN A CHANGE PROJECT 2

Leadership in a Change Project

Leaders are agents of change. Effective leaders excel in their

ability to think innovatively in order to change their environment,

while encouraging and motivating others to embrace these changes as

they occur in an organization (Kelly & Crawford, 2013). Giltinane

(2013) defines leadership as a versatile process that motivates and

provides support while change is occurring. In this investigation,

a nursing student took the role of leader and acted as the catalyst

for change in a community placement setting. The student’s role was

referred to as the change agent. The goal of this study was to

assess and transform the cultural standards in the St. Lawrence

College (SLC) Library in order to accommodate good sanitization

practices and improve community health at the college. By

identifying a need for change, constructing and implementing a plan

of action, collecting data, and evaluating and reflecting on

results, the student conducted an internally motivated experimental

change project to improve health standards in the SLC library.


Section 1: Identification of need for change; change theory,

learner's goals & objectives

When assessing an event or circumstance that is in need of

change, data must be collected and organized in order to develop a

change proposal (Wilkinson, 2012). A physical assessment of the SLC

library identified the computers as reservoirs for pathogenic

bacteria (Figure 1). This was identified as a significant health

risk as the shared keyboards acted as vectors of bacterial

transmission between individuals (Tortora, Funke & Case, 2013). An

unpublished study by Wilson (2013), revealed that Staphylococcus,

Corynebacterium, and Streptococcus are three genera of bacteria that

have been found on the SLC library keyboards. These bacteria can

cause serious health problems and they put library users at risk of

infections such as; skin infections, food poisoning, blood

poisoning, breathing problems, nose infections, throat infections,

impetigo, cellulitis, and scarlet fever (Tortora et al., 2013).

When a student or community user enters the library, they

generally proceed directly to use the computers. As keyboard

sanitization frequency is limited to once weekly by the library

staff (Fleming, 2015), making an antibacterial hand sanitizer


station available for public use prior to utilizing the computers,

and after computer use is completed, could decrease the risk of

infection and the spread of pathogens within the library and to

other areas of the school. The objective of this project is to

improve library users’ health by increasing hand hygiene through

the use of antibacterial hand sanitizer.

Data Collection and Literature Review

In order to support implementation of this change project, a

literature review was conducted, surveys were given to the library

staff and reviewed, and observational data was collected about hand

hygiene practices in the SLC library (Appendix C). The survey

results indicated that all library staff members agreed with the

addition of hand sanitizer in front of the library entrance. It was

also discovered that the need for the hand sanitizer increases

during the beginning of the school year, exam times, and periods of

transitional weather, when traffic in the library and prevalence of

infectious bacteria in the environment increase (Tortora et al.,

2013).

According to Zomer et.al (2013) hand hygiene is a pretentious

and safe approach to stop gastrointestinal and respiratory


infections. However, there tends to be little obedience with the

practices of hand hygiene (Zomer et al., 2013), and infectious

disease agents that lurk at home are often carried by and

transmitted among individuals in community settings, like the SLC

library, due to the lack of adequate hand sanitation (Bloomfield,

Aiello, Cookson, O'Boyle, & Larson, 2007). Studies revealed that

poor hand hygiene practices among college students contributes to

the spread of upper respiratory infections and to Norwalk virus

outbreaks (Anderson et al., 2008), which supported the proposed

increase in availability and usage of antibacterial hand sanitizer

to the improve hand hygiene amongst the college students (Anderson

et al., 2008).

Key Stakeholders

During the change process, anyone involved in the change

project is considered to be a stakeholder. Key stakeholders are

those who are affected by the change; they are considered internal

or external based on their level of involvement in a change project

(Kelly & Crawford, 2013). For the change project in the SLC

library, the external stakeholders included the SLC printing

services, who made copies of posters and signs used to promote the


use of the hand sanitizer at the hand-cleaning station; Staples

Canada, where supplies were purchased; and Purell Canada, the

manufacturers of the antibacterial hand sanitizer used in this

project. The internal stakeholders involved in this change project

included the project leader, the SLC library staff, and the

students, community members and other individuals using the SLC

library computers (Figure 2). For successful implementation of a

change project, it is essential that all parties affected by the

change become involved (Baulcomb, 2003). The involvement of the key

stakeholders in the planning and implementation of a change project

is essential to the success and acceptance of the proposed change

(Suter et al., 2014).

Change Theory and Framework

The framework for this project was based on Lippitt’s change

theory, which focuses on the diagnosis of a problem when a need for

change is acknowledged, and the use of an external change agent to

solve the identified problem (Kritsonis, 2005; Mitchell, 2013).

Lippitt’s theory is especially useful for nurses and nursing

students entering the medical field because it incorporates key

elements of nursing process into the change process, including the


“assessment phase, the planning phase, the implementation phase,

and the evaluation phase” (Mitchell, 2013, p.33). In this project

the library was assessed, the problem of poor hand hygiene and

bacterial transmission was identified, the change was implemented

by the addition and promotion of the use of antibacterial hand

sanitizer before and after computer use, and the acceptance of the

change was evaluated by the amount of hand sanitizer that was used

by library users each day for one month, from May 1, 2015 to June

1, 2015.

Project goals and objectives

Goals are generally defined as short or long-term guidelines,

used to outline what is necessary to accomplish a change

(Wilkinson, 2012). Objectives are specific and measurable outcomes,

which have a well-defined completion date (Wilkinson, 2012). The

goal of this change project is to improve the hand hygiene of the

SLC students and community members using the library computers, to

effectively reduce the amount of pathogenic bacteria found on

library computer keyboards; thereby reducing the incidence of

superficial and systemic infections associated with the

transmission of these bacteria from the library (Tortora et al.,


2013). Hand sanitizing solutions are commonly used in public

locations, especially hospitals, with the goal of reducing the

number of harmful bacteria on an individual’s hands to a level that

is considered safe by public health standards (Tortora et al.,

2013). Therefore, hand sanitizer has been used in this study to

accomplish the project goals. The objectives of this change project

included placing hand-sanitizing stations close to the computers

near the front entrance of the library. Directional signs were

pointed towards the hand sanitizer station to promote the use of

the hand sanitizer (Figure 3). Daily usage of the hand sanitizer

unit was monitored, and effectiveness of the change was measured by

the amount in milliliters (ml) of sanitizing solution used each day

during the test period.

Section 2: Planning and Implementation of the Change Project

This change project was about providing the students, staff,

and community users of the SLC library with the resources needed to

reduce the incidence of infections associated with library use, by

reducing the number of harmful bacteria found on library keyboards.

This was accomplished by promoting the use of the antibacterial

hand sanitizer. This project was geared to encourage library users


to change their behavior in order to help protect themselves from

infections, reduce the spread of disease and improve the overall

health status of the library and the library computer keyboards

(Stanhope & Lancaster, 2010).

The planning phase of a change project involves choosing the

factor to be implemented to accomplish the desired outcome

(Wilkinson, 2012). The planning of this change project involved

developing a concept, creating choices, assessing options and

choosing the best option, writing specific goals and objectives and

developing an action plan for the change project (Curzon, 1989).

The project leader assessed the library needs by individually

administering questionnaires to the library staff. The results

indicated there was a 78% perceived need for hand sanitizer use in

the library (Appendix C, Survey question 6).

A project logic model (Table 1) was used to facilitate

proper coordination and success of the project in the SLC library

(Kelly & Crawford, 2013). A Gantt chart (Figure 4) was constructed

to highlight key milestones and phases in the change project (Kelly

& Crawford 2013).


Anticipated and Spontaneous Events; The Change Project in Action

During the implementation of the change project, anticipated

and spontaneous events that varied from the original plan were

accommodated for as needed. Details of the project design were

determined by the change agent and influenced by daily feedback

from observations the library from staff members. While performing

the assessment of the physical layout of the organization, the need

for a hand sanitizer station near the front entrance of the library

was identified. On April 24, 2015, the proposed change was approved

by the placement supervisor and the course instructor, and the

change was implemented by the change agent on May 1, 2015 (Refer to

Appendix D for more details).

To ensure project success, all materials were priced and a

budget was created that allowed accommodation of necessary project

resources, while restricting financial output to a limit that

reflected the importance of the cause, without over-spending. The

budget covered the costs of the Purell antibacterial hand

sanitizer, project poster, signs, and other associated printing and

material costs. Once materials were obtained and the designated


hand sanitizing station was set up, the change project was

implemented from May 1, 2015 to June 1, 2015.

The change management strategies used in this investigation

were derived from the Lippitt’s theory framework for the change

management approach (Mitchell, 2013). The change management

strategies that were used to accommodate changes that occurred

during the test period were based on the principles of Gulick &

Urick and the Henry theory, which involved: the planning,

organizing, budgeting, coordinating, and reporting throughout the

change project (Kelly & Crawford, 2013).

Leadership and Organizational Theories

The leadership style that was used to support the change

agent’s goals and objectives for the hand sanitizer project was the

transformational leadership style, with the goal of influencing

others to change their behavior to match the intended project

objective (Giltinane, 2013). The leadership style that guided and

supported the planning and implementation of this change project is

based on Kelly and Crawford’s contemporary approach to leadership

(2013). Within the guidelines of this approach, transformational

leaders are defined as those who motivate others by altering their


own behavior to promote the desired change, in a manner that

complements mutual values and empowers others to contribute to the

cause (Kelly & Crawford, 2013). The transformational leadership

role of the change agent in this investigation was consistent with

the style used by the library supervisor (Fleming, 2015). In

addition, personal motivation was used to inspire the staff to

become part of the positive change (Curzon, 1989). To implement a

successful change in a library setting, the change agent provided

concise descriptions of the project goals and objectives and

created a one-on-one relationship with the staff members, in order

to effectively incorporate their suggestions into the project model

(Curzon, 1989). Throughout the study, objectives were completed in

a timely manner and prompt feedback about the project was provided

to all stakeholders (Curzon, 1989).

Throughout the investigation, the change agent demonstrated

informal leadership by acting as a member of the group, instead of

posing as a formal leader, in order to maintain the enthusiasm of

other stakeholders involved in the project (Kelly & Crawford,

2013).


The organizational theories that supported and guided the hand

sanitizer change project included the administrative principles,

which describe methods for change that would be appropriate in any

situation (Kelly & Crawford, 2013). While this project was set in a

school library, its application could be beneficial in any public

location in which pathogenic bacteria is transmitted among

individual via contact with shared equipment (Tortora et al.,

2013).

Section 3: Evaluation and Reflection

During the evaluation process project goals were re-examined,

problems were identified and necessary adjustments were made and

reviewed in a formal meeting with the internal stakeholders, in

order to gage the success of the change in the SLC library. At the

end of the test period, it was found that the goal of the hand

sanitizer change project had been achieved. Throughout the

investigation, 150ml of antibacterial hand sanitizer was dispensed,

which implied that the hand-cleaning stations were used 75 times by

library users between May 1, 2015 and June 1, 2015 (Figure 5). This


use of the stationed hand sanitizer demonstrated that the proposed

change could be accepted, and suggests that during the fall and

winter terms of the school year, when the student population is at

its highest, there would be a more substantial utilization of the

sanitizing solution, and therefore a more significant change to the

pathogenic bacterial populations residing on the library keyboards.

Factors that potentially reduced the effectiveness of the

change project include events that occurred simultaneously near the

front entrance of the library, which competed for space and the

attention of individuals entering the library. Alternate locations

for the hand sanitizer station were tested, but observations

indicated that these trial positions, which were further from the

library entrance, were unsuccessful due to the loss of the

acknowledgement of the target audience as individuals entered the

library, as well as the reduced convenience of the location as

users approached the computers. For example, the study coincided

with a large-scale book discard occurring in the department, and

therefore the attention of the students entering the library was

drawn away from the hand sanitizing station, and towards the

display of free books.


This competition can be considered a resisting force. According to

Baulcomb (2003), driving forces initiate change, while resisting

forces act to counterattack change and decrease the effectiveness

of the driving force. The driving force in this study was the

introduction and promotion of antibacterial hand sanitizer to the

SLC Library.

Process Evaluation

The process of this change project was evaluated at the

appropriate time to ensure the hand sanitizer project was

successful (Curzon, 1989). Since this was a small-scale positive

change, only one evaluator was needed for the process (Curzon,

1989). The project goal was re-examined to see if it was met, and

informal one-on-one meetings with staff members were conducted to

evaluate the impact and success of the project, as well as discuss

any obstacles met and overcome during the study. On June 19, 2015,

a formal meeting was held with all library staff and the project

was discussed as a group. At that point, the group decided that the

change project was a success. The steps followed in the evaluation

process followed those outlined in Lippitt’s theory, thereby


mimicking the steps in the nursing process used to assess the

health status of a patient in a medical setting (Mitchell, 2013).

Reflection

This study put the project leader in an environment that

encouraged personal growth, and immersed the change agent in all

the steps of the change process, leading to the development of a

thorough understanding and genuine appreciation of the influence

that small-scale adjustments can have in an organization. The

change agent transitioned from a novice leader to a full-fledged

leader with confidence in her field. Learning how to act as a

transformational leader involves a step-wise process and it must be

understood that implemented changes do not occur overnight.

However, by keeping all stakeholders involved in all stages of a

developing project and working as a team to overcome obstacles as

they arise throughout a test period, all aspects of a change

project can come together successfully. Working as an internal

change agent allowed the leader of this study to work efficiently

with the other stakeholders in order to maintain the driving force

of this experiment in the SLC library. When a leader is submerged

in the culture of the organization that is being subjected to


change, they are able to share the vision and purpose of the

investigation they are conducting, which is more effective than

posing as an external leader (Mitchell, 2013). Ongoing

communication between the change agent and library staff members

ensured the project’s success, as it kept all team members

committed to achieving the goal and objective of this pilot study,

which is a key factor in the process of positive change, making the

procedures followed in this experiment consistent with the

transformational leadership theory (Giltinane, 2013). Upon project

closure, the change agent was approached by many different library

staff members that inquired whether the implemented change could

become a permanent change in the SLC library, even after the

project leader had gone. This shows that the hand sanitizer change

project was accepted and perceived as a positive and successful

change.

In future studies, bacterial cell samples could be taken from

the SLC library computer keyboards and cultured on nutrient agar in

order to obtain an accurate and current representation of the

richness and abundance of pathogenic bacterial species present on

the keyboards (Tortora et al., 2013). Once the species of bacteria


that are present are identified, specific cleaning solution could

be provided to SLC library staff and used to clean the keyboards

each day to suppress bacterial growth and prevent the spread of

infection among library users. For example, if it was confirmed

that Staphylococcus aureus, which is a species of bacteria that is

commonly associated with pneumonia in Southern Ontario, was present

in large numbers on library keyboards, an isopropanol based

cleaning solution could be an effective agent for disinfection in

the SLC library (Tortora et al., 2013). A longer test period could

also allow for more effective implementation of the desired public

behavioural change, as it would accommodate for the time needed to

identify the most effective location for the independent hand-

cleaning stations, and allow for more detailed analysis of the

success of the accepted change. Since the process involved in

influencing others to change their behaviour independently in order

to protect themselves from harmful bacteria is more complex than

having staff take responsibility of maintaining library keyboard

cleanliness alone. A longer test period, during a higher traffic

season would increase exposure of the driving force to the target

audience and therefore increase the number of individuals exposed


to and affected by the change project. With more staff, students

and other library users involved in the study, the probability that

the change would be accepted would be higher, thereby improving the

health status of the SLC library (Tortora et al., 2013).

Comparative studies could include analysis of the number of people

using the library during periods of varying traffic to assess the

success of this change project during the summer season, when the

number of library users is much lower, to the fall and winter

semester when library use is at its highest.

In this investigation, a nursing student took on the role of

transformational leader, in the St. Lawrence College Library, to

change the cultural values in order to improve health standards of

the library community. Since the SLC library computers are utilized

by hundreds of people throughout the year, and countless hands have

touched and will touch the computer keyboards, it is important that

individuals maintain good hand hygiene in order to reduce the

transmission of pathogenic bacteria throughout the college

population to reduce the incidence of infections associated with

the use of these public computers. The implementation of this

positive change project demonstrated that small-scale changes in an


organization could inspire positive developments in a public

setting.


References


Anderson, J., Warren, C., Perez, E., Louis, R., Phillips, S., Wheeler,

J., & ... Misra, R. (2008). Gender and ethnic differences in hand

hygiene practices among college students. American Journal of Infection

Control, 36(5), 361-368.

Baulcomb, J. S. (2003). Management of change through force field

analysis. Journal of Nursing Management, 11(4), 275-280.

Bloomfield, S., Aiello, A., Cookson, B., O'Boyle, C., & Larson, E.

(2007). The effectiveness of hand hygiene procedures in

reducing the risks of infections in home and community

settings including hand washing and alcohol-based hand

sanitizers. American Journal of Infection Control, 35(10), S 27-64.

Cameron, K.S., & Freeman, S.J. (1991). Cultural congruence,

strength, and type: Relationship to effectiveness. Research in

organization Change and Development.

Curzon S, C. (1989). Managing change: a how to do it manual for

planning, implementing, and evaluating change in libraries.

New York, NY: Neal-Schuman Publishers.

Fleming,Y. (2015). St. Lawrence College Library Supervisor,

personal communication.

Giltinane, C. L. (2013). Leadership styles and theories. Nursing

Standard, 27(41), 35-39.


Kelly, P. & H. Crawford (2012). Nursing leadership and management.

Toronto: Nelson Education.

Kristsonis, A. (2005). Comparison of Change Theories. International

Journal of Scholarly Academic Intellectual Diversity, 8(1).

Mitchell, G. (2013). Selecting the best theory to implement planned

change. Nursing Management - UK, 20(1), 32-37.

SLC. (2015). Library Floor Plan. Retrieved from

http://www.stlawrencecollege.ca/campuses-and-services/our-

campuses/kingston-campus/campusmap_kingston

Stanhope, M., Lancaster, J., (2011). Community health nursing in

Canada. Elsevier Health Sciences.

Suter, E., Goldman, J., Martimianakis, T., Chatalalsingh, C.,

DeMatteo, D. J., & Reeves, S. (2013). The use of systems and

organizational theories in the interprofessional field:

Findings from a scoping review. Journal of interprofessional care,

27(1), 57-64.

Tortora, G. J., Funke, B. R., & Case, C. L. (2013). Microbiology:

An Introduction (11th ed.). Glenview, IL: Pearson.


Tourigny, L., & Pulich, M. (2005). A critical examination of

formal and informal mentoring among nurses. Health Care Manager,

24(1), 68-76.

Wilkinson, J. M. (2012). Nursing Process and Critical Thinking (5th

Edition).

Wilson, A., (2013). Are Computer Keyboards a Reservoir for

Bacteria? St. Lawrence College

Woods, A.P. (2010). "Democratic leadership: Drawing distinctions

with distributed leadership" .International Journal of Leadership in

Education 7 (1): 3–36.

Zomer, T. P., Erasmus, V., van Beeck, E. F., Tjon-A.-Tsien, A.,

Richardus, J. H., & Voeten, H. M. (2013). Hand hygiene

compliance and environmental determinants in child day care

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Control, 41(6), 497-502. doi:10.1016/j.ajic.2012.06.005


Appendix A

Tables

Table 1: The Logic Model describing the coordination of the inputs,activities, outputs, outcomes and impacts of the change project. Note: Throughout the change project, the change agent was responsible for all project related tasks, which during the test period included the staff duty of weekly cleaning of the library computer keyboards, therefore this task has been included in the logic model.

Inputs Activities Outputs Outcomes Impact

Budget needed to finance the project resources Library staff Antibacterial hand sanitizer(1 xml bottle)Sign stand Project Poster Supportive

Educate staff about the project goals and objectives Daily observations of use of thehand sanitizer Daily evaluation ofhand sanitizer use Cleaning of

Questionsadministered to staff about theirviews on the addition ofhand sanitizer Additional hand sanitizer

Increased use of hand sanitizer by student, staff and community users Implementation of weekly cleaning of computer keyboards Staff involvement

Decreased bacterial population on computer keyboards Promoted healthy behavioural change Staff havingpeace of mind knowing that computer keyboards are cleaner


literatureCleaning supplies Time

computer keyboards

in the changeproject

Chain of infection broken

Appendix B

Figures


Figure 1: Physical layout of the St. Lawrence College library (SLC,2015). Blue boxes are used to indicate areas with computers used bystudents, faculty, library and other SLC staff, and community members. A red box is used to identify the area with computers thatare used by library staff members only.

(SLC Website, 2015)

Stakeholder Diagram


Figure 2: Circle map diagram showing the internal and external key stakeholders of the change project in the SLC Library. The key stakeholders were considered internal or external based on their level of involvement in the project. Internal stakeholders were directly affected by the implemented change. External stakeholders were affected by the change by association to the resources they contributed to the project.

Stakeholders

External (SLC

Printing Services

)External (Manufactu

reof Purell)

Internal (Library computer users)

Internal (Project leader)

Internal (Library staff)

External

(Staples)


Figure 3: Photo of project poster used to promote the use of antibacterial hand sanitizer before and after using the St. Lawrence College Library computers.


Project planning and preparation

Planning meeting with supervisors

Develop assessment questions for staff

Interview staff about organization details

Physical assessment of library

Project proposal approved

Utilization of surveys to gather stakeholder input

Developed project logo and poster

Ordered project supplies

Ordered and picked up project poster

Implemented change project

Daily evaluation of hand sanitizer usage

Evaluation of the change project and data analysis

Shared evaluation results with library staff

4/19/15 5/09/15 5/29/15 6/18/15

3

1

2

1

1

1

2

1

1

1

1

32

14

1

Gantt Chart for the St. Lawrence College Library Change Project

Date & Duration

Task

Figure 4: Gantt chart mapping the planning and progression of majorevents that occurred throughout the change process. The red bars indicate the date the activity began, the duration in days, and thedate that the activity or task was completed.


1-May

5-May

7-May

11-May

13-May

15-May

19-May

21-May

25-May

27-May

29-May

0

5

10

15

20

25 24

64 4

22

6

2

12

8 8

12

2

8

12

6

0

6

2 2 2 20

Amount of Hand Sanitizer used per day in the St. Lawrence College Library

Date

ml

Figure 5: Bar graph showing the amount (ml) of antibacterial hand sanitizer used in the SLC library from May 1, 2015 to June 1, 2015.The amount in the hand sanitizer bottle was measured once daily from Monday to Friday during the test period. The SLC library is closed on weekends; therefore no data was collected on those days. Each full pump of the hand sanitizer bottle dispensed 2ml of solution; therefore each 2ml decrease in the total volume remainingin the bottle was considered to be one hand cleaning by one individual.


Appendix C

Survey Questions and Results

1. As a small proposed change, would adding a hand sanitizer station close to the computers in order for staff, students and community users to have access to it before and after using the computers, have an impact on decreasing the amountof bacteria being transferred to and from the computer keyboards during its daily use? Y/N

- 7/7 reported yes2. Do you think antibacterial hand sanitizer works? Y/N

- 7/7 reported yes3. What type of hand sanitizer do you think is best: a foam,

gel, or hand wipe? - 2/7 reported gel- 3/7 reported foam- 2/7 reported both gel and foam hand sanitizer

* Gel hand sanitizer was used in this study4. Is using a hand sanitizer a good substitute for soap and

water?- 3/7 reported “not really”- 1/7 reported “yes, for situations where there is no

soap and water”- 2/7 reported “yes”- 1/7 reported “occasionally”


5. When or how do you use antibacterial hand sanitizer while working in the library?

1. “After counting toys that are being returned, if student who they are helping have a cold, to wipe down computers and telephone.”2. “Squirting hand sanitizer into hands and rub it together toget it cleansed all over.”3. “Using it sparingly because it dries the hand out”4. “Every time the staff change task”5. “Rub thoroughly on all surfaces of hands plus between fingers.”6. To clean the hand when there is no available soap and water.7. “Cannot use because of scent”

6. On a scale of 1-10 how strongly do you perceive the need forhand sanitizers being present at the front entrance of the library and circulation desk?

- 5, 8, 7, 7, 10, 10, 8* There was a 78% perceived need for hand sanitizer use in

the library.

Appendix D

Supplemental Material

Implementation of the change project; Anticipated and Spontaneous

Events

The change agent researched the cost of the hand sanitizers


and inquired about the cost of the supplies. A hand sanitizer

poster was created by the change agent and approved by the

placement supervisor. There were six different poster designs

proposed and the best one was chosen. On April 27, 2015, three

antibacterial hand sanitizer bottles were ordered, with the total

cost being $13.52. The implementation of the project was to

commence on April 29, 2015. However, the first printed poster

from the library printer was smaller than anticipated and the

words were not visible at a distance. A larger poster was ordered

from the print services at the college. The cost of the larger

poster was $15.00. On May 1, 2015 the second poster was printed

and placed on the sign stand near the front entrance of the

library. In order to measure the amount of hand sanitizer used,

dispensing trials were used and the bottle was marked with

calibration lines. Each day the remaining volume in the hand

sanitizer bottle was recorded in order to extrapolate the amount

of hand sanitizer used per day. Dispensing trials also revealed

that each full pump of the pumping apparatus on the bottle lid

dispensed 2ml of solution and therefore every 2ml decrease in the

bottle’s total volume was considered to be one use.

Questions to Assess Four Types of Cultures in Institutions – Assessment of the SLC library


The following survey has been completed to reflect how each topicis addressed in the SLC library. Percentage values indicate the degree to which each statement applied to the circumstances in the library during the test period.

1. Institutional Characteristics A. 45% - the institution is very personal place. It’s like

an extended family people see to share a lot ofthemselves.

B. 15% - the institution is a very dynamic andentrepreneurial place. People are willing to stick theirneck out and take risk.

C. 20% - the institution is a very formalized and structuredplace. Bureaucratic procedure generally governs whatpeople do.

D. 20% - the institution is very production oriented. Amajor concern is with getting the job done. People aren’tpersonally involved.

2. Institutional Leader A. 15% - The head of the institution is generally considered

to be a mentor, or a father or mother figure.B. 10% - The head of the institution is generally to be an

entrepreneur, an innovator, or a risk taker.C. 60% - The head of the institution is generally considered

to be a coordinator, an organizer or an administrator.D. 15% - The head of the institution is generally considered

to be a producer, technician or a hard-driver.3. Institutional “Glue”

A. 20% - the glue that holds the institution together isloyalty and tradition. Commitment to this school runhigh.

B. 20% - The glue that holds the institution together is acommitment to innovation and development. There is anemphasis on being first.


C. 30% - The glue that holds the institution together isformal rules and policies. Maintaining a smooth-runninginstitution is important here.

D. 30% - The glues that holds the institution together isthe emphasis on task and goal accomplishment. Aproduction orientation is commonly shared.

4. Institutional Emphases A. 20% - The institution emphasizes human resources. High

cohesion and morale in the school are important.B. 35% - The institution emphasizes growth and acquiring new

resources. Readiness to meet new challenges is important.C. 35% - The institutional emphasizes permanence and

stability. Efficient, smooth operations are important.D. 10% - The institution emphasizes competitive action andachievement. Measurable goals are important.

(Cameron & Freeman, 1991, p. 34).

Organizational Structure

The organizational structure of SLC library is a flat

structure. When looking at the library structure it is considered

to be flat because there are “few layers of reporting in the

structure” (Kelly & Crawford, 2013, p. 272). For example, in the

library the employees report directly to the director of student

services. If the hierarchy of structure is looked at from a top

down hierarchy structure of SLC, the entire SLC organization

begins from the Board of Governors and ends at Advancement

Student External Affairs, and this is considered to be a formal


authority structure (Kelly & Crawford, 2013). The climate of the

library in the college is a warm, friendly and helpful

environment. The vision statement of SLC states that they are

“rooted in their communities, they will be a globally recognized

college delivering innovative learning opportunities and

preparing career-ready graduates to be leaders in their fields”

(SLC Website, 2014). The mission statement is based on “their

dedication to student’s success, career academic excellence and

leadership in their communities” (SLC Website, 2014). Finally,

their values are based on putting “students first, team work,

innovation and integrity” (SLC Website, 2014). In the Library,

the administrative principle is directly related with the

organizational structure; the staff receive direction from the

supervisor, however the group`s work is handed down to them by

the manager and at any given time anyone from the department can

approach the manager without going through the supervisor first

(Fleming, 2015). The culture of the SLC Library organization is

congruent because they have different roles and responsibility

(Cameron & Freeman, 1991). This is because they have found ways

to collaborate and work with each other even though they have

different responsibility and they are cross trained to do

multiple tasks in order to have a smooth running operation in the

SLC Library (Flemings, 2015).


Recommendation for the final evaluation on the success of

the change project includes; daily or weekly cleaning of the

computer keyboards by staff; with a disinfectant to eliminate the

bacteria on the computer keyboards. Two small hand sanitizer

signs and hand sanitizers was implemented. One is located by the

computer that is meant for the community users and one on at the

library front desk. The larger hand sanitizer poster was placed

in front of the Math and Writing Center with a hand sanitizer for

students. In addition, a policy can be put in place to ensure

that the cleaning of the computer keyboards on a set schedule,

not only for the Kingston campus but for all three campuses; to

ensure a safe and germ free environment for all the students,

staff and community users.

Leadership in a Change Project

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