College and Research Libraries Beyond Orientation:, The Roles of Senior Librarians in Training Entry--Level Reference CoUeagues Mary M. Nofsinger and Angela S. W ., Lee Little of the professional literature on the traini ng process: fpr newly hired reference librarians discusses the roles and impact of senior, more experienced colleagues in academic libraries. This paper explores the significant ways in which senior librarians' contribute to the long;-tenn. educational, professional, collegial, and. career development of entry-level reference librarians. The authors emphasize that senior librarians· play v.ital roles by assisting junior colleagues in learning essential library skills and. knowledge, by fprilitating the assimilation of organizational and fnstitutional values and nonns,.by serving as roTe models for effective interpersonal~ TTelat.ionships" andt by mentoring entry-level librarians in professional development activities.. he old myth that reference librarians can perform effec- tively at the reference desk immediately after reeeipt of their M.L.S. degree has been widely dis- puted in library literature. 1 Recent sur- veys by Ronald R. Powell and Karen Y. Stabler confirm that entry-level aca- demic librarians frequently do not possess essential knowledge and profi- ciencies which are· crucial for successful performance as reference librarians.2 These survey findings are supported by Ruth E. Bauner, who found that many newly hired academic librarians lack adequate knowledge of reference inter- view techniques,. in-depth familiarity with general and specialized reference sources; knowledge ef lib11ary policies and standard operating procedures, un- derstanding of the philosophy of a par- ticular library's reference department, and skills. in usfug ne.w' f.e:chnologjes such as. CD-ROMs~ c;omputerized sys- tems1,and online searching. 3 LIIERATIJRE ON REFERENCE TRAINING Trarlilibnally, heads of reference have been assigned most' of' the responsi- bility for teaching entry level reference librarians essent'ial' Rnowledge and profidencies' nee-ded on the job after initial; employ;ment. Since the early 1980~. D-ooks~and journal articles in the library- literature fiave clearly de- lineafeu· these. roles and' responsibili- ties, f@:n heads of reference. 4 However, the pr.ofessional. literature largely has Neglected1 t1\e iinpor.tantroles that senior, more·-~periencedJibrarians play in the reference-training-pmcess. This is not stmp11i5ing sinc:e> reference train_ing ex- pectatii:ms vary widely, depending on tlienee:ds,amf afraumstances of a partic- ular fus.titutii:Jrr .. Mary M : Nofsinger- is Head of Reference·and, Allzgelll'$ . W.7 lleai s:PUliliir Siml1ibes Librarianl(lt Holland Library, Washington State University, Pullman, Washingtom99:I64;-5MIJJ . 161 162 College & Research Libraries Furthermore, Stabler's survey of re- cent library school graduates shows that the majority of academic library refer- ence training programs in the United States are completed within a month. This a relatively short period of time, considering the quantity of knowledge and skills still to be learned and the high expectations of newly hired librarians.5 William F. Young theorizes that the most likely reason for this reliance on short reference training programs is the pro- hibitive expense in terms of personnel effort and time required for more exten- sive training.6 Additional factors may in- clude the realities of modern day reference environments, such as stress and excessive workloads, and the neces- sity for heads of reference and other librarians to juggle additional duties and multiple roles simultaneously with training. 7• 8 FOUR ROLES OF SENIOR LIBRARIANS Given the realities of contemporary academic library reference environ- ments and the typically short training programs provided by many heads of reference, how can entry-level reference librarians continue to build their skills, knowledge, and other proficiencies after initial training? The authors postulate that more experienced reference librari- ans play significant, perhaps vital roles in the completion of successful reference training programs. Senior librarians have a unique opportunity to guide and inspire junior colleagues who may be intimidated by the hierarchy of the li- brary and the parent institution while they struggle for competence and confi- dence in their first professional posi- tion.9 Supportive senior colleagues can explicitly share their skills, experience, attitudes, and enthusiasm with newly hired librarians, thereby fulfilling a variety of essential roles. Although many of these senior librarian roles overlap and complement each other, the authors have roughly separated them into four categories in order to discuss and empha- size their importance: (1) teacher I coach; (2) interpreter I adviser for organizational and March 1994 institutional cultures; (3) interpersonal role model; and (4) mentor for pro- fessional development. The Teacher/Coach Role When faced with gaps in knowledge regarding reference resources, tech- niques, or skills, entry-level librarians frequently find that their best source may be other, more experienced librari- ans.10 Although newly hired librarians may have acquired basic knowledge of reference resources through graduate education or through other positions, there is a vast array of specialized litera- ture in a large academic library reference department and much to learn which is specific to a particular position in a par- ticular library. Instead of relying solely on "reference osmosis," the slow accu- mulation of knowledge and skills over time, junior librarians need to utilize the expertise of more experienced col- leagues: Much like an apprentice, the librar- ian must practice, refine, and develop his talents in all areas of librarianship. Studying specific reference tools, ob- serving senior librarians as they con- duct reference interviews, practicing search strategy on challenging ques- tions, reviewing videotapes of instruc- tion classes, and verifying difficult citations in various online systems are examples of ways in which these skills are honed.11 The professional literature largely has neglected the important roles that senior, more experienced librarians play in the reference training process. Thus, daily contact at the reference desk and discussion with more ex- perienced reference librarians is an espe- cially important aspect of learning on the job. Furthermore, Sheila Creth stresses the need to encourage newly hired librarians to accept coaching from other members of the library staff or in the profession because everyone involved benefits from a broad spectrum of views and opinions. 12 However, there may be barriers to the coaching role; e.g., some librarians may be sensitive about asking questions which they do not feel capable of answering themselves. When such sit- uations occur, entry-level librarians need to be proactive in consulting senior colleagues quickly in order to learn ef- fective interpersonal skills and conflict management techniques. Instead of relying solely on ''reference osmosis," the slow accumulation of knowledge and skills over time, junior librarians need to utilize the expertise of more experienced colleagues. Since reference librarians must deal with questions in a vast range of subjects and in varying degrees of complexity, it behooves them to pool expertise since no one can fully master all subject areas in the realm of knowledge. An altema tive approach involves "the idea of 'the shared question,' a query that can be fielded and answered by more than one librarian." 13 This approach encourages newly hired librarians to develop open communication patterns with senior col- leagues long before difficult queries arise. If that has been accomplished, junior librarians will then feel free to ask for help or to contribute assistance to a fellow librarian without worrying about stepping on one another's toes or "turf." More formal approaches to utilizing the expertise and skills of other librari- ans have been developed at various li- braries. Several peer coaching or "partnering" programs have been used successfully to improve the transfer of new skills learned to the work situation and to improve reference desk be- haviors.14 Such programs usually in- clude the voluntary choice of a coach (mutual agreement is mandatory), the identification of objectives to be accom- plished (observable behaviors), observa- tion of "coachee" by the coach, provision of descriptive feedback from coach to the "coachee," and provision of intermittent Beyond Orientation 163 reinforcement so that positive reference desk behaviors are maintained: The reported effects of the program were (1) greater clarification of the ref- erence process for all staff involved in coaching; (2) increased recognition of positive communication behaviors, both through observation and feed- back; (3) increased self-awareness of individual communication style and desk behavior; and (4) increased rein- forcement of positive desk behaviors.15 In summary, utilizing the expertise of more experienced reference librarians as frequently as possible benefits not only the newly hired librarian, but probably also increases the skills and sensitivity of senior colleagues as well. Discus- sions of new perspectives and con- sideration of alternative ways of doing things might also increase esprit de corps within the reference department. Even- tually, sharing information and consult- ing with colleagues could improve the overall quality of reference service pro- vided to library users. The Interpreter/Adviser Role Senior librarians also play a signifi- cant role in helping entry-level librarians fully comprehend the unique climate and culture of their particular organiza- tion and institution. This culture in- cludes numerous facets, such as: • Policies, priorities, goals, and objec- tives for reference service • Acceptable public service attitudes and behaviors • Organizational values and norms • Social, economic, and political context in which the library operates Given the magnitude and complexity of an academic library, the diversity within individual units, and the chang- ing objectives and priorities of library administrators, newly hired librarians may need an extended period of time to complete this assimilation process. Policies, Priorities, Goals, and Objec- tives. Each reference department's poli- cies, priorities, goals, and objectives for service should be communicated to newly hired librarians early in the train- ing process: Is the 11:eferenre dt:;parltm.enf''S mis- sion .to ~a'telll5ie15 «M~cie ltbem answers? .. • .. Daes ~ depmlttlnertl provide ·d.ifferent levels cl.!if serwae lfm diffeFen't -~:lasses OO>i ltiSem? .. WJhat ns the miriimum Jie¥e'l df sew-ice lt'hat liS professionai)Jr ana ··ns.u"tuifionaNy ;ap- propriate.? _ . .. Howmlucbli.meshmiild reference librarians devDte w !hand- ling individua!l ~onS:? .. .. \What types of questions m:el11mtSiderem 'lbe:answere~16 What are the priorities for s:enrice when the 1librariaa Jms .-severa1 ·ibnimy users standing in .hmi:t ffiif lfhe Te'ference desk, anoJher 'informa'fi.mn l".e<}.l!JSt: iilil'- rives via :the 'teleph~, mrd .there is :a backlog Df .additiona1 ~ns reguH-- ing extensiv:.e resear.dh'"? Is the.primary«i>:qjecliv.e Olile00l15el'V- ice? .. . . l"S the ·pliimaJy -er- haps the primary .jjjbjmi~Jis «vaillretbftephcm~, and there is a haciklfm~ itifitiumil questions··reqtiiring~su~e11'eseardli? More··experienced'lllua~,.~ of their ;:expeiiemres 1in1ha~ ''llimmmd the ropes," can 1help ~juriim rcdlmagues answer these and othe~mns\Within the context of eachldepat.tmenttsu.migue service 'environmertt.lTih~y ·uan a1so caSk hard questions -about ,establishirr.g, achieviqg, and Mie.WilJg iim:ii~ performance gocils, $.l.ldt cas: lkt.e llms.e realistic goals? What re :¥OUr~ objectives? Have~nthmcdltemafivesJleen considered? Is there no.ugh .fime tW March 1994 •work on aU goals .simultaneously? Which activities can be dropped to .make ~ fmr plimty tasks? In this manner, senior .colleagues can assist junior librar- i ans with integratiag their individual priorities, goals., and objectives with those of the reference department and the library. As part ofbecoming familiar with pro- fessional goals and objectives, senior librarians may also ask their junior col- leagues to read ,and then discuss RASD'-s '"Information Services for Information ·Consumers; Guidelines for Providers." 18 These guidelines pr.esent a national per- spective on goals 'for both librarians and users in the areas·o'finformation services provided, allocation of resour-ees, access tto information and resources, library :staffing, and the rationale for evaluation rdf services. Understanding and assimi- lating these professienal guidelines will U found -everything _;you need?" Additional interpersonal ·traits and lbehavier.s which .are invaluable when ~neviding reference service are tenacity, ourtesy, and cmnmunication skills. 'Tenacity refers to the -ability !o pursue a ~question tactfully unfil an answer is found, .ev.en if this requires gentle probing for more mforrnatioil from the user. As for courtesy, both colleagues and users should be treated with pro- fessional respect and patience. Often this involves using common sense:w consider- ing others' needs, and doing one's fair share of the work. Entry-level librarians also need to learn appropriate com- munication skills by observing and par .. ticipating in interactions with senior colleagues, by talking through ideas in different contexts, and by receiving feed- back on their ability to listen, explain, articulate, question, and establish rap- port with users. Senior librarians should also discuss professional ethics during the training of newly hired librarians, who must be- come knowledgeable about ethical con- cepts and related policies contained in The Library Bill of Rights and the ALA's Statement on Professional Ethics.20 Al- though many junior librarians are al- ready familiar with the doctrine of confidentiality of library records, patron files, and circulation records, the most intractable ethical dilemmas arise when the duty to provide un- biased service conflicts with our per- sonal or institutional biases, values, or priorities. This is thus the most com- plex area of reference ethics, as our interactions with both clients and the collection present a wide range of op- portunities for conscious or uncon- scious conflicts. 21 Other issues which require the refer- ence librarian to use discretion and ma- ture judgment include those situations which involve restrictions on access to certain materials, censorship in the selec- tion of materials, equality of service, and free-versus-fee services. Ideally, ex- perienced librarians would serve as con- sultants for junior colleagues when difficult ethical situations arise. Organizational Values and Norms. Newly hired librarians can usually assimi- late written guidelines and rules, but they frequently have difficulty grasping the in- tangible (unwritten) nuances of a particu- lar library's values and norms: Values ... are subjective, ·preferred states that guide action choices and ad Orientation 165 become obssvabie or identifiable tlu:ougb. hemvim. These beliefs • . - clarify wnat individuals are supposed to do and I"eward fltem. for doing it weD ••• Nonns a1le the unwritten rules of group behavior (the informal struc- ture) that are initiated and maintained by collective human behavior. These are influenced initially by the expecta- tions, attitudes, and assumptions that members bring to a group.22 Other issues which require the reference librarian to use discretion and mature judgment include those situations which involve restrictions on access to certain materials, censorship in the selection of materials, equality of service, and free-versus-fee services. Senior librarians can help junior col- leagues assimilate a particular library's values and norms for behavior more rapidly and accurately than would be possible by learning through trial and error. When a newly hired librarian ar- rives fifteen minutes late at the reference desk, thereby embarrassing a senior col- league who has a very important cam- pus meeting, concise verbal feedback usually suffices to immediately inculcate the norms of prompt arrival for scheduled shifts, respect for colleagues' needs, and the importance of reliability. Other academic reference librarian norms which are highly regarded in- clude cooperation, honesty, sharing of information, acceptance of responsi- bility, accuracy, people-oriented service, and courtesy. Even though formal writ- ten rules may not exist, a courteous librarian will display some of the follow- ing attributes and behaviors: • Kind, thoughtful, considerate to all patrons. • Attentive to patrons's requests and comments. • Responsive, takes action immediately. • Patient with those who need as- sistance, instruction. • Tactful in difficult situations. 166 College & Research Libraries • Friendly, cheerful disposition that is . . . natural, not forced or fake, con- cerned about patrons' needs and com- plaints, sympathetic with patrons' difficulties in finding information. 23 After successfully assimilating organi- zational values and norms, entry-level librarians will then be able to function in more appropriate ways and will be more productive in their work. They will also have a clearer sense of direction and can focus their energies toward types of per- formance which will be rewarded. Newly hired librarians who clearly un- derstand their library's values and norms will also be better able to explain public service policies and procedures to library users. The Librarian's Role in the Institu- tional Culture. In a wider context, newly hired librarians must become familiar with the social, economic, and political context in which an academic library operates. Professor Edward G. Holey writes: An understanding of the broader picture of higher education would help us [librarians] formulate strate- gies for achieving our goals .... Anyone who believes that multi-million-dollar operations [academic libraries] can function without involvement in the political process or an understanding of fairly well--defined structures that reflect basic academic values is surely living in a dream world. 24 Senior librarians must assist junior colleagues to better understand the con- text in which an academic library func- tions. They can stress that, in addition to performing primary responsibilities within the library, the role of librarians includes supporting the university, its mission, and its institutional goals and values . Experienced colleagues can in- troduce newly hired librarians to faculty in relevant campus departments and share effective techniques for develop- ing strong working relationships with teaching and research faculty. They can also encourage appropriate participa- tion in university committees and governing bodies as well demonstrate how to participate in activities with citi- March 1994 zens in the local community and within the state . Professor Holey also stresses that aca- demic librarians must develop an appre- ciation for the history of scholarship and learning, a better understanding of how knowledge is obtained in various dis- ciplines, and the ability to evaluate re- search findings. 25 Many librarians obtain this appreciation for scholarship and learning by performing research and scholarly activities in addition to other pri- mary responsibilities. Th~ "publish-or- perish" syndrome must be taken seriously by academic librarians who wish to be- come tenured and/ or promoted. Ex- perienced senior librarians thus serve as valuable sources of information for junior colleagues who often doubt their ability to meet these institutional realities. Experienced colleagues can introduce newly hired librarians to faculty in relevant campus departments and share effective techn.iques for developing strong working relationships with teaching and research faculty. In summary, newly hired librarians go through an academic library socializa- tion process as they adapt to their or- ganization's unique culture with its norms for acceptable and unacceptable behavior patterns. Throughout this so- cialization process, senior librarians should be alert for opportunities to help junior colleagues understand both the organizational and institutional cul- tures. Furthermore, more experienced colleagues must serve as guides for entry-level librarians learning how to successfully function as members of the broader academic community. The Interpersonal Role Model Whether they like it or not, senior librarians involuntarily serve as inter- personal role models because of the old adage, "Actions speak louder than words." Frequently junior librarians in- stinctively choose a senior colleague as a role model because they recognize the value of depth of knowledge and exten- sive experience.26 In order to integrate newcomers easily and quickly into the reference department, an informal "buddy system" should be encouraged. When this happens, a senior librarian volunteers to be available during work hours for a junior colleague to contact for counsel and assistance. If their per- sonalities and interests are compatible, then the buddy system is successful. If they are incompatible, then the newcomer eventually turns to another senior librar- ian as a role model. Working at a reference desk can be stressful, especially for entry-level librarians who may lack experience dealing with demanding patrons, the hectic pace of business, the reference interview, and their own incomplete knowledge of reference sources. Another valuable function fulfilled by senior librarians is that of role model for cooperation among professional col- leagues. As mentioned earlier, reference departments have unique values and norms, and collegiality and cooperation are usually highly valued traits: The cooperation and collegiality that can be part of reference service brings joy to reference librarians for- tunate enough to work in such an en- vironment .... Collegiality contributes to building a positive daily environ- ment, sharing responsibility for com- pletion of special projects, and fostering professional and personal growth.27 Since interpersonal relationships within a department are not always congenial, a senior colleague can also provide sage ad- vice and a mature perspective when needed. Newcomers may also observe how experienced colleagues balance in- dividual needs for independence while working closely with the reference team. More experienced colleagues are also crucially important for modeling good interpersonal skills in one-on-one inter- actions with library users. Working at a Beyond Orientation 167 reference desk can be stressful, espe- cially for entry-level librarians who may lack experience dealing with demanding patrons, the hectic pace of business, the reference interview, and their own in- complete knowledge of reference sources. The ability to work well under pressure can be facilitated through teamwork: Strong and supportive colleague re- lationships among a reference team may be the ... most effective defense against dysfunctional coping strate- gies .... Reference librarians need to exchange viewpoints with their peers, and to discuss with them their frustra- tions, disappointments, and feelings of resentment toward patrons. 28 In addition, senior colleagues often model how they cope with physical tiredness, mental exhaustion, multiple or conflicting demands, and other routine byproducts of reference work. Thus, it is also essential that senior librarians occasionally take time to give both themselves and their junior col- leagues a well- deserved pat on the back. The Mentor Role in Professional Development As in any profession, growth and development in librarianship should be part of a continual, lifelong learning process. Entry-level librarians often find that library administrators are highly supportive of professional growth ac- tivities in principle, but they sometimes lack sufficient financial resources or ade- quately trained personnel necessary to establish extensive faculty develop- ment programs. Despite these and other constraints, library administrators often provide support for professional development activities through personnel policies or practices such as released time for research, dual job assignments, work- shops, job sharing, sabbaticals, manage- ment internships, special project leaves, retraining, staff exchanges, and similar developmental activities. In addition, numerous senior librarians usually sup- port the philosophy that professional growth and development activities: strengthen a librarian's knowledge and abilities; contribute to the effectiveness 168 College 11: esearch Lib131ies of an individual7S performance and to the achievement of personal and pro- fessional goals; are vital to ... a quality academic environment which depends on intellectually active librarians; are es- sential to the provision of quality library service; are supportive of the library's role on campus; are a shared responsi- bility between an individual ... and the university providing appropriate time and resources; stimulate librari- ans to challenge themselves. 29 Within the library, mentors can assist newcomers in choosing among committee and task force activities wisely. Given the compelling reasons listed above for supporting professional growth activities, how can senior librar- ians effectively assist entry-level librari- ans in getting involved in meaningful ways? In addition to sharing accumulated knowledge with colleagues as mentioned earlier, senior librarians frequently as- sume the role of mentor for newly hired librarians: Mentoring is a relationship between a person enjoying perceived power and a person aspiring to a position of power. This relationship exists within the political environment of the work- place .... The success of the mentoring relationship is fundamentally rooted in the concept of empowerment: the nurturing of competence (attitudes, knowledge and skills) in others.30 Why would entry-level librarians seek a mentoring relationship? Newcomers to librarianship may be intimidated by the bureaucracy of the library and the aca- demic institution where they are strug- gling to develop competence and confidence in their first professional posi- tion. Also, entry-level librarians may be grappling with the concept of holding a job versus developing a career and struggling with pitfalls that ensnare librarians on the path toward tenure and promotion. Many mentoring relationships are casual and informal. Senior librarians al- March 1994 ready involved in library associations might provide advice on which member- ships are most rewarding professionally, recommend newly hired librarians for committee service or conference activi- ties, and introduce them to prominent people at professional meetings. Within the library, mentors can assist newcom- ers in choosing among committee and task force activities wisely. Mentors frequently discuss criteria and guidelines for tenure and promotion, and share infor- mation with new colleagues regarding an- nual review expectations and procedures. Mentors also make suggestions about re- search directions, grant applications, poster ~ion topics, or mention possible service opportunities. Mentors can also work with colleagues in the research and publication process, thereby facilitating their scholarly development. In addition: A mentor can ... provide guidance and assistance in the development of professional or managerial skills. A climate of creativity can be created by a developer of talent. The opener of doors [a mentor] can boost a protege's introduction to organizational activi- ties through use of the mentor's ex- isting network. A mentor can provide the opportunity for involvement in challenging tasks .... A protector can rescue a protege from mistakes and provide support when taking risks leads to failure. 31 Other mentoring relationships are more structured and formal. At the Uni- versity of Georgia, an experimental men- loring program was successfully tested in 1985, revealing that the opportunity to observe and interact with successful managers was very beneficial for entry- level librarians. 32 At the University of Ne\Y Mexico, a Faculty Sponsor Program allows 'the selection of a senior librarian who serves as a mentor for each newly hired librarian. The mentor's responsi- bilities include serving as a counselor, assisting the newcomer in adjusting to the new environment, making introduc- tions, arranging for orientation, guiding professional development, helping pre- pare for faculty reviews, and participat- ing in a six-month review process for the junior colleague.33 These mentoring ac- tivities appear to offer many benefits. CONCLUSION Throughout this paper, the authors have noted how much senior librarians contribute to the learning process of junior librarians. In doing so, the authors have emphasized that more ex- perienced librarians must become more aware that they play vital roles which assist entry-level librarians in making an effective and timely transition to an academic profession. When junior colleagues receive assistance from ex- perienced librarians, they learn valua- Beyond Orientation 169 ble skills, knowledge, attitudes, and be- haviors which improve the quality of reference service provided to users. In addition, tenure and publication track activities appear less fearsome, working relationships appear more positive, and professional development and personal growth are enhanced. Senior librarians also experience satisfaction and pleasure in seeing entry-level librarians make further contributions to librarian- ship. Eventually, both the library organi- zation and the profession benefit from successful collegial training relation- ships which assist and promote tomor- row's leaders. REFERENCES AND NOTES 1. Among many sources: Virginia Massey-Burzio, "Education and Experience: Or, the M.L.S. Is Not Enough," RSR: Reference Services Review 19 (Spring 1991): 72-74/ Anne F. Roberts, "Myth: Reference Librarians Can Perform at the Reference Desk Imrfiediately upon Receipt of M.L.S. Reality: They Need Training Like Other Professionals," in Academic Libraries: Myt~ and Realities (Chicago: Association of College & Research Libraries, 1984), 400-404 Lois Walker, "All I Really Needed to Know I Didn't Learn in Library School," North arolina Libraries 48 (Winter 1990): 258-59. 2. In Ronald R. Powell's article, "Sources of Professional Knowledge for Academic Librarians," College & Research Libraries 49 (July 1988): 332-40, recent library science graduates acknowledged that almost 29 percent of their knowledge and skills was learned in school while about 35 percent was learned on-the-job;/t