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How can they act on it? is the only metric I think needs the most improvement.

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How do we change the value placed on big numbers? Whether it's due to how the metrics are communicated, the stakeholders far removed from the immediate work, or just general American culture's obsession with being/having "the best" or "the most" - that mindset interferes with using meaningful metrics successfully.

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how useful is it to include percent goals in outcomes (ex: increase program attendance by 10%)

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This is coming from my experience in education with managing and implementing surveys for the entire organization (and being tasked with selecting a product to assist in the endeavor), but I wonder if there are any products out there that library systems can use that have vetted, well-designed library-centered questions along with reporting features that include some analysis. Seems like many of us are looking for similar outcomes and we are not necessarily experts in designing/developing meaningful surveys that can get at the meaningful data we need.

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#4 typically needs the most work for the metrics I work with. We have buy-in on the value of most metrics, but actually acting on that and having the resources ready to act on it is usually hard.

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Is a metric meaningful just because someone (anyone) cares about it?

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#4 How can they act on it? We need to define who "they" are. The library? Individual branch libraries? Schools? Chambers of commerce??

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6. How do the people closest to this work feel about it?

Non-usage metrics that go deeper into the impact and value on customers can be difficult for staff to support. It requires deeper involvement on their part and can be uncomfortable.

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For this: "How can this information be collected in a way that is ethical, accurate, and manageable for staff and participants?" My question is: how do we advocate for participants and the burden on them when folks in power think this whole thing should just be easy and quick? especially when collecting demographic data. it's intrusive and off-putting.

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Some years we've focused on increasing the number of participants in the summer and other years have focused on completion rates. Some schools in our area want completion data for their students [aggregated, not kid-specific].

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Honestly #1 - moving from desired impact to a specific number-based metric is tricky for me

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Is there a way to know if the metric you're using is a strong one? I feel many metrics can answer the same question to an extent, but some would definitely be better than others for various reasons.

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Why does it matter to track how people feel about the metric? Is it to judge ease of tracking, or maybe whether people feel that it needs to increase/decrease? What is the intention behind this question?

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How to build the practice of approaching metrics this way routinely!

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#2 - Who cares about this metric?

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Do you have advice on how to bridge the gap between the values of people who have power over library funding and the value of the staff who are involved in gathering data?

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I realized I can't start thinking about metrics until my team is unified on an articulated income/impact

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Articulating desired outcome.

What does it mean to purchase predictatively successfully? What does it mean to buy the right books, at the right time, in the right quanitity, for the right branch?

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"Whose perspective does this metric reflect or emphasize?" is the hardest. Especially for a metric we've been collecting forever

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2,3,4 are related. Require a serious drill down that we have not done before to be specific enough so it is meaningful.