Robert MartinJane Overmoe

Linda ThompsonSpring 2009

As we view findings and we discuss, please note how we color coded themes as we studied HE Staffing: Librarian Training and Development. We hope this view engages our colleagues as we continue our quest for quality studies for our literature reviews. Thank you.Theme: Managerial Support Mandate Versus Lack of Managerial Support Theme: Training Strategies, Methods & EvaluationsTheme: Professional Development

Fox (2007) compares one segment of the landmark Canadian 8Rs Study: The Futures of Human Resources in Canadian Libraries. It studies university librarians employed by members of the CARL (Canadian Association of Research Libraries) and analyzes recruitment, retention and mobility of this group.

Haley (2008) revealed the preferences for online training versus face-to-face training for library staff and studied the relationships for online training and other variables of training locations, providers, budget and development policies. The study took place in an online environment during a twenty-day period from April 10 to April 20, 2006.

Hovde and Hovde (2008) located four factors that could be used by academic library employee trainers. Trainers will need to 1) understand technology, 2) information literacy, 3) effective training practices and 4) how to work within the organization’s culture.

Petrinic and Urquhart (2007) confirmed that continuing professional development is critical for health librarians, specifically in the areas of 1)) teaching skills 2) outreach work 3) marketing 4) research skills 5) subject knowledge and 6) management skills.

Arnold, Nickel and Williams (2008) combined the notion of leadership and librarian careers in a study that used both qualitative and quantitative measurements.

Fidishun (2007) analyzed how women's responses about library use to gain insight about how women use the library, the types of resources women use inside and outside the library and unmet needs from library. An anonymous qualitative survey of 184 women library patrons over 18 years of age or older on four separate days and times.

Further Studies Considered from Literature Review I A growing concern for the future of the library profession is the void in

leadership roles.

For further development purposes, libraries may be inclined to market the resources for data bases and other important research avenues for users. Further study could be a follow-up to see if the patterns demonstrated with this study also appear with online users.

Implications for practice include access for mentorships, librarians with non-scientific first degrees benefit from structured support on the job and regular assessment of ongoing training is critical.

The pace to keep current with technology The lack of consistency with across campus training Suggestions to improve library training involve library administrators must plan

and design training infrastructures for core competence and cumulative learning for librarian staffing development.

Improved training and more funding will be needed for future training sessions.

An interesting finding was the apparent uncertainty of a few CARL university libraries concerning sabbatical leave, study leave and tenure

Linda’s Findings Blenkisopp (1992) finds that newly hired reference librarians

do not receive institutional reference desk training that address library goals, objectives, priorities, procedures, and expected behaviors.

Ferriero (1982) finds a relationship between mentoring and career development among library managers.

Kirkpatrick (1998) finds that the Minnesota State Colleges and Universities System libraries staff have training available on technologies but substantially less training on PC’s.

Novotny and Rimland (2007) finds that using the Wisconsin-Ohio Reference Evaluation Program (WOREP) survey to assess reference desk quality where the resulting data is used to design and implement a training plan indicates significant improvement in patron satisfaction with reference desk transactions.

Oud (2005) finds that Canadian academic librarians who have three or fewer years of professional experience and receive more than thirteen hours of formal training as they began a new job were more satisfied in their work than those who received fewer than thirteen hours of training.

Further Studies Considered from Literature Review IIInstitutional reference desk training that

address library goals, objectives, priorities, the political and cultural environment, and nuances of working with faculty

Studies on effects of mentoring through the view of mentees.

Studies to get benchmark data on available technology training and effectiveness in libraries

Robert’s Findings• Buchanan (2005) examines the perceptions of library assistants towards

training, support for training received from library organizations and supervisors, and participation in training.

• Burgin and Smith (1995) investigate the degree to which libraries engage in management actions that support the transfer of training.

• Cassner & Adams (2006) report the professional development needs of distance librarians at the present time and anticipated needs within the next five years.

• Chan and Auster (2003) find significant relationships between the participation of reference librarians in updating their skill set and individual characteristics as well as organizational factors.

• Flynn (2005) examines university reference librarians’ use of e-mail and/or the use of public forums for requesting assistance from weak and latent ties within their own professional community as well as explores the librarians’ perceptions regarding e-mail’s influence on their own abilities to develop their professional network.

Further Studies Considered from Literature Review IIIFurther research is needed concerning the

transfer of training actions in libraries and to the extent of which actions are most effective in leading to the successful transfer of training.

With consideration to librarians seeking peer assistance via e-mail and public forums, further research is needed to expand internationally.

A case study of informal learning done in the academic library would be beneficial.

Theme: Managerial Support Mandate Versus Lack of Managerial Support

Hovde and Hovde (2002)Ferriero (1982)Arnold , Nickel, & Williams (2008)Burgin & Smith (1995)

Theme: Training Strategies, Methods & Evaluations

Oud (2005)Novotny & Rimland (2007)Haley (2008Blenkisopp (1992)Fidishun (2007)Flynn (2005Kirkpatrick (1998)Buchanan (2005)

Theme: Professional DevelopmentCassner & Adams (2006)Chan & Auster (2003)Fox (2007)Perini & Urquhart (2007)

Concluding Remarks   The world of the 1990s and beyond will not belong to 'managers' or those who can make the numbers dance. The world will belong to passionate, driven leaders - people who not only have enormous amounts of energy but who can energize those whom they lead.

Jack Welch