The archival staff has been working in the rare collections department and recently updated their database system to incorporate finding aids to help researchers use their collections efficiently. After a few weeks, the users have been complaining to staff members about their poor search results. Yet, when the staff completes the search, they find the database easy to use and their searches are always successful. After questioning several different patrons, the staff discovers the problems arise with the researchers’ searching techniques and not the database. The database had useful searching fields, but the researchers did not use the appropriate tools provided to complete their search.

Havelock’s Model served to be an effective model for the dilemma. Because Havelock’s Model deals with the communication between staff members and patrons, it proved to be a helpful guide in solving the problem. The Model starts with showing patrons recognition of the problem and willingness to resolve it. Without good communication it is hard to achieve the goals of an archives. Havelock’s Model will enhance the much-needed communication. The last steps of Havelock’s Model focus on solving the problems using prior research. In the end, hopefully a successful, and searchable, database will be re-introduced to the users.

To resolve our issue, our group chose to use the model of knowledge dissemination and utilization presented by Ronald G. Havelock in 1971. Havelock’s model is essentially a blending of three pre-established models of dissemination and utilization, and we felt that the aspects covered in this model applied perfectly to our problem.

Havelock defines “dissemination and utilization” (or D&U) as “the transfer of messages by various media between resource systems and users” (1971). In other words, knowledge must be communicated effectively and then put to proper use. Successful D&U is achieved when the user (in our case, the library patron) and the resource system (the archivist) collaborate to solve the problem together, simulating each others’ problem-solving behavior.

Problem Solver Model

Focuses on the needs of the client where collaboration with the client and diagnosis of their need will result in a five-step need reduction cycle (recognizing need, articulating the problem, searching for solutions, choosing a solution, and applying that solution).

Research, Development, and Diffusion Model

D&U begins with research and delineates a path to the consumer (Havelock, 1971). Basic theories and ideas resulting from research will then lead into generating of ideas for products and services (development phase). Finally, prototypes of these products and services will be mass-produced and diffused to consumers.

The Social Interaction Model

This model views society as a network of roles and communication channels with associations (both form and informal) overlapping connections and forming borders (Havelock, 1971).

Separately, these three models focus on very different ideas of knowledge transfer. Havelock, however, synthesizes them into one model. He recognizes “the need reduction cycle [of the Problem Solver Model] as a necessary starting point” in D&U (Havelock, 1971), thus taking into account the needs of the client as the beginning focus for any type of problem or issue resolution. Once the clients’ needs have been recognized, research and development can then be used to create possible solutions to the clients’ issues or needs. Finally, knowledge “does not just ‘filter down’…into neat need-reduction cycles” (Havelock, 1971) but should flow back and forth within a network and between users and resources.

Our group chose Havelock’s model because we felt that it dealt with all aspects of our issue. It takes into account our patrons’ needs as well as the research required to develop a solution to the problem. Additionally, it recognizes the communication flow necessary to not only implement a solution but to disperse the information to both the patrons and to other staff members.

Havelock’s Model is comprised of seven steps which will help lead to a solution of the communication issues at hand; which in this case is the users’ inability to correctly locate the desired items in the databases. The steps can be easily followed and provide a straight forward and effective solution to the users’ and librarians problems.

We will provide a step-by-step summary of each of the components of Havelock’s model and how it will help achieve a successful solution to the problem.

The steps involved in Havelock’s model are:

1. Care - develop a sense of concern for the patrons and the problems they are experiencing. The archives department strives to provide an environment where patrons can feel comfortable knowing that the librarians want to help them with any research queries that they might have. In doing this the libraries show that they are invested in the well-being of the patrons and that they care about the services being provided in the library.
2. Relate - build relationships with the patrons and make them feel comfortable approaching the administration with cares and concerns. In building relationships with the patrons an atmosphere of approachability is created. The librarians want the patrons to be comfortable coming to them with any problems they might have with the provided services. By relating to the patrons and having an open flow of communication there is more of a chance for problems to be brought to the attention of the librarians and the patrons feeling confident that they will do whatever possible to provide a solution or come to some sort of beneficial arrangement that works for the administration of the archives department as well as the researching patrons.
3. Examine - understand problem and establish objectives in solving the problem. The librarians will look into the problem the patrons are having with searching the database and decide upon the ultimate objectives desired as an outcome of the examination process. Also, as a part of this step, the librarians will work out achieving a solution that works for both the administration and the patrons. The archives librarians ultimately want the patrons to obtain the desired results and through the process of examining how to achieve that goal a solution will present itself.
4. Acquire - access resources that can be used to solve the problem. It is possible that the archives librarians will need to bring outside resources to help solve the problem; such as a database administrator or designer (this is just one of several possible resources that may be called upon.) Once they have decided upon possible solutions in the previous step, the librarians will have to figure out the process to best implement each of those potential solutions and the necessary resources within and without the library will be called upon. In looking at the various resources available, it is possible that some of the possible solutions will not be feasible.
5. Try - move from knowledge to action and implement a possible solution. Now that the librarians have possible solutions planned out, it is the time to try them and implement the one that will work best for both the librarians and patrons. The patrons will be part of this step and will provide feedback as each scenario is given a chance. (It is like a sub-communication model in this step.)
6. Extend - gain a wider acceptance of change and not fear change as a part of a solution. By this step in the problem-solving process, the librarians have now begun implementing a course of action that will, hopefully, ease the problems that the patrons were having searching the database. Change has provided the patrons with a more accessible database and the librarians are able to see the benefits of such processes and perhaps use it to implement change in other areas of the library.
7. Renew - continuous improvement by means of cyclically assessing issues that arise in the library and implementing change as necessary. Through continued communication with the patrons, the librarians are able to know whether or not the implemented solution is working and if any other issues arise that need to be addressed. As a part of this, the change that went into place will be continuously reassessed and follow-up evaluations will provide responses from users as well as librarians to continuously provide the best service possible.

Havelock’s model is a continuous one. The librarians and administration are required to follow-up any solutions put into place, and as a result it may become apparent that another solution is necessary and the process will start again at step four (unless the overall problem changes and then the process would begin again at step three). The librarians are able to create relationships with their users which are beneficial in fostering a sense of importance and belonging to the patrons’ places in the library.

Bibliography

Havelock, R.G. (1971). Planning for Innovation: Through Dissemination and Utilization of Knowledge. Ann Arbor: University of Michigan, Center for Research and Utilization of Scientific Knowledge, Institute for Social Research, 1971.

Havelock, R. G. (1973). The change agent's guide to innovation in education. Englewood Cliffs, New Jersey: Educational Technology Publications.